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A HISTORY 



STATE NORMAL SCHOOL 



OF KANSAS 
It 



FIRST TWENTY-FIVE YEARS. 




EMPORIA, KANSAS: 
1889. 






Kansas Publishing House, Topeka, Kansas. 



fK. 



"Our slender life runs rippling by, 
And. glides 
Into the silent hollow of the past; 

What is there that abides 
To make the next age better 
For the last?" 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/historyofstatenoOOkans 



Preface. 



This little volume is issued at this time, immediately after the 
Quarter-Centennial Commencement, for the purpose of putting into 
permanent form the material which is now within reach, and of sup- 
plying the friends with a souvenir which may often serve to revive 
memories of days which — 

As a sweet dream passed o'er my youthful years, 
Leaving me with purposes and plans of life. 

It has been no light task to gather together the data of these 
years. The fire of '78 destroyed many valuable papers ; but four 
catalogues were published prior to 1880 ; the newspapers of the 
earlier years lack definiteness ; and the memory of faculty and stu- 
dents is provokingly vague on many points which ought to be in- 
corporated in such a history. It is now some eight months since 
active efforts were set in motion to pick up the threads for the 
weaving. Correspondence was immediately opened with former 
members of the board of regents and of the faculty, and with the 
alumni and former students. Every authority has been consulted 
which it was thought might assist in supplying or verifying in- 
formation. 

It was thought best to classify the matter as shown in the table 
of contents, rather than to attempt to weave it all into a connected 
narrative, as it will serve better for reference. The general sketch, 
the sketches of the regents, and the articles on lands and buildings, 
were prepared by Prof. J. N. Wilkinson; the sketches of the faculty, 
with two or three exceptions, by Miss M. P. Spencer ; the sketches of 
the societies in the main by Miss V. V. Price ; the financial statement 
by Prof. M. A. Bailey ; " Some Reminiscences " by Prof. J. H. Hill ; 
and the rest by and under the supervision of the president of the 
faculty. , 

We are under special obligations for favors to the publishers of 



8 PREFACE. 

the Emporia papers, to the State Historical Society, to the Auditor 
and Secretary of State, to the former presidents of the School, to 
Hon. I. T. Goodnow, to Mrs. A. P. Morse, and to many former mem- 
bers of the faculty and of the School. 

The work is submitted with a consciousness of its defects, and yet 
in the belief that few important matters have been omitted, and 
that in the main it will be found reliable and helpful. 

The etchings are, with few exceptions, from photographs. 

The catalogue for 1888-9 is bound with the volume to place it in 
form for preservation, and to give a complete view of the organiza- 
tion of the School at the present time. 

We regret that many of the beautiful letters which the inquiries 
called forth cannot be given space in this volume. They have 
opened to us the hearts and homes of some of the noblest men and 
women who have ever consecrated themselves to the cause of human 
progress. They have breathed that spirit of fidelity, of sympathy, 
and encouragement, whose fragrance is sweeter than that of the rose 
or of the blossoms of spring-time. 

The task has been a pleasant one, and if this shall serve, not only 
as a book of reference and a reminder of the past, but as a quick- 
ening spirit to stimulate all to a livelier interest in the mission of 
the State Normal School, and to the cause of higher education in 
our great commonwealth, the labor will have its reward. 



c 



ONTENTS. 



PART I. 

Page. 

General Sketch, . . . . . . . . .13 

Faculty Register, ........ 37 

Sketches of Faculty, ........ 38 

Library, .......... 58 

Periodicals, .......... 60 

The Societies, ......... 62 

The Alumni Association, ....... 74 

Prize Contests, ......... 77 

The Quarter-Centennial Celebration, .... 78 

The "Original Eighteen," ...... 91 

Some Reminiscences, ........ 96 

Lands, ........... 101 

Buildings, 109 

Board op Regents: 

Laws organizing, ........ 124 

Register and officers of, . . . . . . .129 

Sketches, 130 

Board op Visitors, . . . . . . . . . 140 

Financial Statement, ....... 142 

Summary op Attendance, etc., ....... 144 

Annual Addresses, ........ 144 

Bric-a-brac, . . . . . . . . . . 145 

Register op the Undergraduates, ..... 150 

PART II. 

Catalogue for 1888-9, .... ... 1 

Alumni Record, ......... 63 

(9) 



PART I. 



HISTORY OF THE STATE NORMAL SCHOOL. 



©ener&l g^eieh. 



It must always be a marvel to the historian that the State of Kansas, 
even while her cradle was rocked by the billows of war, should have 
risen to such early greatness in educational activity. In the first 
month of her second year of statehood she laid the legislative founda- 
tions of three great institutions — the State University, the State Agri- 
cultural College, and the State Normal School. The first of these 
institutions had been endowed by the General Government with a land 
grant of seventy-two sections in the act of admission ; the second was 
established to receive the ninety thousand acres which was the portion 
due Kansas under the Morrill bill of 1862, "An act donating public 
lands to the several States and Territories which may provide colleges 
for the benefit of agriculture and the mechanic arts." The State Nor- 
mal School was endowed entirely without help or suggestion from na- 
tional legislation, and was the State's own magnificent supplement to 
the generous common-school land grant. This school for the training 
of teachers was the wise work of master builders, who sought to give 
strength and completeness to the glorious fabric of our public schools. 
A.fter locating the State Agricultural College at Manhattan and the 
State University at Lawrence, the Legislature was practically unanimous 
in locating the State Normal School at Emporia, all this legislation 
being completed before the close of February, 1863. As to the possi- 
bility of the State's making the necessary appropriation to start the 
Normal School soon, there were grave doubts. The Emporia News* of 
October 31, 1863, says, in the face of all the local desire for legislative 
aid, that " there should be no appropriations by the next Legislature for 
State institutions." 

On the other hand, the champions of the School pushed hopefully 
forward. Rev. G. C. Morse, always active in the cause of education, 
contributed to the News of January 2, 1864, a long article urging that 
the Normal be opened. 

State Superintendent Goodnow, who had worked so disinterestedly 

and indefatigably for the establishment of the School, urged in his 

report to the Governor, December 31, 1863, its immediate organization. 

He says : ''As yet this institution, though located, has no building nor 

-2 (13) 



14 History of the State normal school. 



organization. It has an endowment of 30,380 acres of salt land, which,, 
unsold, produces no income. How soon this can be made a living in- 
stitution- will depend upon legislation and the benevolence of individu- 
als." In response, the Legislature passed the law providing for its 
organization and government, and an act appropriating for the sala- 
ries of teachers. 

The full wording of this first appropriation bill is worthy of a place 
in this record : 

An Act to aid the State Normal School. 

"Section 1. That the sum of one thousand dollars is hereby appropriated to the 
State Normal School, to be used under the direction of the board of directors of said 
school, exclusively for the salaries of teachers in said school; and the Auditor of State 
is hereby required to draw his warrants on the Treasurer of State, in favor of the 
treasurer of said board, in such sums as said board may direct, not exceeding in 
amount the sum herein appropriated. 
Approved February 29, 1864." 

It seems to us who review the matter a quarter of a century later, a. 
little strange that, though all necessary legislation was enacted in Feb- 
ruary, 1864, the board did not hold its first meeting until December 8 
of that year, or over nine months after the passage of the act to or- 
ganize the School ; but Kansans were on picket duty and were defending 
their homes against ruthless invaders in those days, and other interests 
must bide their time. The board met at the residence of Hon. C. V. 
Eskridge, where No. 714 Mechanic street now stands, and organized by 
the election of Gov. Thomas Carney, president, and Rev. G. C. Morse,, 
secretary. An executive committee was appointed, consisting of 
Messrs. Morse, Eskridge and Rogers, and was authorized to employ a 
principal at a salary of "one thousand dollars and such tuition fees as 
may be received." 

The executive committee appointed its chairman, Rev. G. C. Morse, 
to visit normal schools in the East and secure a competent man for the 
principalship. Prof. George Howland, now superintendent of Chicago 
schools, was the first man approached on this subject, but he declined 
to be a candidate. On Mr. Morse's recommendation, Prof. L. B. Kel- 
logg, a graduate of the Illinois State Normal University, and at the 
time a teacher in that institution, was elected to the position. 

Mr. Kellogg reached Emporia by stage coach in time to address the 
citizens on the subject of Normal Schools on the evening before school 
was to begin. The weather was stormy and the roads muddy, but the 
school began as announced. 

In his report, five years later, Principal Kellogg says : "On the 15th 
day of February, 1865, eighteen students, fifteen more than were greeted 
by Father Pearce in Lexington when the first normal school of Massa- 
chusetts was opened, and one less than President Hovey had at the be- 
ginning of the Illinois Normal University, were gathered in a room 
belonging to the district school of Emporia. With them was one teacher ^ 
Out of doors, were all sorts of rumors concerning an expected Rebel 
invasion from Texas and another of Indians from the Territory. In- 







LYMAN B. KELLOGG. 



Genebal Sketch. 15 



doors, the eighteen students had settees, borrowed from a neighboring 
church ; the teacher's seat was a chair borrowed from the county 
treasurer's office. There were two stoves in the room, no teacher's desk 
or other furniture, no text-books, maps, or other appliances. The 
parable of the sower was read, the Lord's prayer repeated, and so the 
Normal School of Kansas was opened. All were hopeful, and ere long 
were hard at work. Very soon the school-room was well seated and 
reasonably well furnished. The number of students increased day by 
day until there were forty-two, and all were earnest, faithful and en- 
thusiastic. The School was much visited and much talked about at 
home and in the newspapers." 

The sketch adds in a humorous vein that the fame of the School must 
have gone even among the Indians, for it was not without visits of in- 
spection from representatives of that race. 

A notable event in connection with this first year's work of the 
School was a teachers' institute of four days, which was held in the 
Normal School room, beginning May 2. The principal of the School 
and the secretary of the board of directors are mentioned in the news- 
paper reports of the time as the leading spirits of this educational 
mass meeting. The first term closed in June with a public examina- 
tion, after a session of nineteen weeks. The board of visitors appointed 
by law to report their views with regard to the " condition, success 
and usefulness " of the institution, was in attendance throughout the 
examination, which lasted two days. Its discriminating and able re- 
port presented to the Legislature did much toward confirming public 
opinion in favor of the School. Judge L. D. Bailey, of the Supreme 
Court, was chairman of this board. Hon. I. T. Goodnow, State Super- 
intendent of Public Instruction, at this time favored the students with 
an address. The anniversary oration was pronounced by his Honor, 
Judge Brewer of Leavenworth, his subject being "The New Profes- 
sion." The attendance of the educational men of the State was large, 
and the harvest of good words not small. 

On June 27, 1865, the board of directors ordered that applicants for 
admission, if females, should be sixteen years of age, if males, seven- 
teen, but provided "that the principal shall have discretionary power to 
admit those under these ages where sufficient maturity of mind is in- 
dicated, and where the pupil proposes to complete the course before 
teaching." At the same meeting, provision was also made for the ad- 
mission of more than one pupil from each representative district 
"free of tuition with the exception of a small incidental fee," and 
Principal Kellogg was authorized to find an assistant principal. He 
secured a fellow-alumnus of the Illinois Normal University, Prof. H. B. 
Norton, whose remarkable fitness for the duties of the position has 
been so generally recognized. It may be remarked in this connection 
that all the teachers elected during Mr. Kellogg's principalship seem 
to have been well prepared by training or experience, or both, for nor- 
mal school work. The first lady assistant, Miss Homer, was a gradu- 



16 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 

ate of Westfield, Mass., State Normal School. Miss Hattie M. Case, 
the lady first engaged to open the model school, (she resigned before 
entering upon the work,) was a graduate of the Illinois Normal Univer- 
sity. Mrs. Gorham and Miss Baker were from this school also, and 
Miss Pitman came from one of the most noted normal schools in the 
country, that at Oswego, N. Y. Miss Plumb and Miss Watson were 
graduates of the Kansas Normal, and reflected great credit on the 
instruction they had obtained there. 

The School during the first year was much indebted to the liberality 
of publishers for text-books, the number supplied gratis by the follow- 
ing firms being sufficient for the classes in the respective subjects : 
Sargent, Wilson & Hinkle — Ray's Higher Arithmetic, Higher Algebra 
and Geometry, Pinneo's Grammar and Teacher, McGuffey's Fifth 
Reader, White's Class Book of Geography; Brewer & Tileson — Hil- 
lard's Reader, Tate's Philosophy, Weber's Outlines of History, Smith's 
History of Greece ; J. B. Cowperthwait — Warren's Geography and Phys- 
ical Geography, Green's English Grammar and Analysis, one set of 
Geography Charts ; Harper <fe Bros. — Wilson's Readers ; Sherwood & 
Co. — Speller and Pronouncer, Writing Spellers. These books are prac- 
tically those recommended to the schools of the State at that time by 
the State Superintendent, the board of directors having voted to follow 
his suggestions as to the use of text-books. 

During the summer of 1865, Rev. G. C. Morse, secretary of the board 
of directors, attended the semi-annual meeting of the State Teachers' 
Association at Leavenworth, and introduced a resolution recommend- 
ing each Representative to fill his scholarship. The newspaper report 
of the time says he gave the location of Emporia as "southward from 
Topeka." The necessity of such a remark indicates that the location 
of the State Normal was not then so generally known among teachers 
as it is now. 

Fortunately the need and purpose of the School were finding expres- 
sion in many and effective ways. The following from the Emporia 
News of December, 1865, seems to be the editorial comment made after 
a visit to the School by Colonel, now United States Senator, P. B. 
Plumb : 

" Of all the educational enterprises in the State, the Normal School most commends 
itself to the friends of education and the fostering care of the State. All admit the 
necessity and feel the want of popular education in the State. It is the forming 
agency which molds at will the individual man, the social man, and the political man, 
and which, therefore, more than all other agencies, determines alike the character of 
men and their institutions. Like our political system, our educational system is 
founded upon the equal rights of all, and upon the capacity of the people for self-gov- 
ernment, and upon their exclusive and inalienable right to such government. Out of 
this grows an immense interest which attaches almost wholly to common-school educa- 
tion, which, for four out of five of our population, is all they ever receive. It is in our 
' common schools that the nation receives its character.' The great want of our com- 
mon schools to-day is not money or buildings, but teachers ; not only teachers who 
have the requisite knowledge, but who know how to communicate that knowledge to 
others; teachers educated to their profession and pursuing it for a livelihood, and 
whose interest and reputation are embarked in it; teachers educated in our midst, 



Genebal Sketch. 17 



fully imbued with the peculiarities and enterprise of our restless and never-satisfied 
western progress." 

The year 1865-6 was a prosperous one, and Greek and Latin were 
introduced as optional studies, but the principal work of the School re- 
mained as it should be in a new State, the common branches. We give 
the program of examinations to which the friends of the School were 
invited at the close of the year : 

Monday p.m., June 18. 

Arithmetic — Section C, Mr. Norton. 

Eeading — Section A, . . Mr. Kellogg. 

Class in writing, Mr. Kellogg. 

Tuesday a.m., June 19. 

Grammar — Section A, Mr. Norton. 

Arithmetic — Section B, Mr. Kellogg. 

Geography — Section B, Mr. Norton. 

Tuesday p.m., June 19. 

Class in spelling, . Mr. Kellogg. 

Arithmetic — Section A, Mr. Kellogg. 

Physical geography, Mr. Norton. 

The anniversary exercises of the occasion included addresses by State 
Superintendent Goodnow and Prof. Norton, and an evening exhibition 
by the "Normal Literary Union," the first literary society of the insti- 
tution. On this occasion the subject of debate was "Resolved, That the 
late report of the Congressional Reconstruction Committee should be 
adopted," and it is said that the sympathies of the audience were with 
the affirmative. 

At the summer meeting of the State Teachers' Association at Law- 
rence, Principal Kellogg and Prof. Norton both gave exercises which 
were well received, and President Horner of Baker University, and many 
others spoke stirring words of approval for the Normal. The follow- 
ing resolution, adopted by the State Teachers' Association at its summer 
meeting in Lawrence in 1866, shows the unanimity with which the lead- 
ing teachers of the State gave their indorsement to the Normal : 

"Resolved, That the great educational need of our State is a larger number of teachers 
fitted for their work by a thorough mental and moral development, and by special pro- 
fessional study; and that we rejoice in the abundant evidence we have that our State 
Normal School at Emporia, by the energy and ability of its principal and teachers, is 
laying the foundation of a noble work; and that it has our most hearty sympathy and 
support." 

In the summer of 1866 the National Educational Association held its 
meeting at Indianapolis, and Principal Kellogg read a paper upon the 
subject of "Normal Schools in Kansas." This fact is interesting as an 
early recognition of this institution. 

The opening of the year 1867 was signalized by the dedication, Jan- 
uary 2, of the new building, in whose erection the State had expended 
$10,000. Judge Watson of Emporia presided, and prominent edu- 
cators and public men from different parts of the State attended. The 
addresses delivered on that occasion by President Horner and Principal 



18 Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 



Kellogg are worthy of a place in this volume, but we must content our- 
selves with the dedication poem by Prof. Norton: 

"The ancient Night is almost gone; 

Deep echoes to awakening deep, 
As ever westward, ever on, 

The banners of the morning sweep. 
And new-born states their arms outspread 

O'er mountain heights and plains afar, 
As westward still the nations tread, 

And westward rolls the iron car! 

'* The opening era points the way, 

And makes that mission work sublime, 
Which molds the infants of to-day 

To giants of the coming time. 
And joyfully we gather here, 

To consecrate, with solemn praise, 
A fane which earnest souls may rear 

To gladden all the future days. 

"By all the progress and the might 

Which other ages shall unfold — ■ 
By all the brilliant beams that light 

The future's skies of morning gold — 
By all that sheds a cheering ray 

Upon the path the Past has trod — 
We dedicate its walls this day, 

To Truth, to Freedom, and to God!" 

Soon after the dedication of the new building, a memorable discus- 
sion arose concerning the following language used by Gov. Crawford 

concerning the Normal School, 
in his annual message: "It has 
been in operation for two years, 
but under many disadvantages. 
The new building is now com- 
pleted, and it will now doubtless 
be made what its founders de- 
sired it should be. The ex- 
perience of other States has 
demonstrated the importance 
of schools of this kind, to 
qualify professional teachers 

COMMERCIAL STREET AND THE NORMAL IN 1867. f Qr the arduou g and responsible 

duties required of them. And if the ends aimed at in the establish- 
ment of this school are in a fair way of being realized, it should then 
receive the fostering care of the State." The Governor's confidence in 
the management was questioned in some parts of the State, but all 
doubts seem to have been effectually put to rest by a letter fjorn which 
we make the following quotation: 

"I have labored earnestly, not only as a director but as a governor, to advance the 
interests of the State Normal School. I have, on all occasions, spoken of it in the most 
favorable terms; and in my opinion, if the friends of the institution will examine 
carefully the article referred to, they will find no real cause for complaint. I have 
not intentionally given any person cause for believing that I entertain suspicions that 
all things are not as they should be in regard to the management of the Normal 




Genebal Sketch. 19 



School, because it has been managed to my entire satisfaction, and so far as I know to 
the satisfaction of the other directors." 

The anniversary exercises of June 27 and 28 this year mark the 
graduation of the first class, and we give in full below the most inter- 
esting page of the invitation which the executive committee issued. 

PROGRAM. 

THURSDAY. 

Examination. — The examination of classes in Theory of Teaching, and other studies 
taught during the term, will occupy the forenoon and afternoon. 

Penetralia Exhibition. — In the evening the Normal Literary Union will give an en- 
tertainment to its friends. 

FRIDAY. 

Meeting of the Board of Directors at 9 o'clock a.m. Address before the Literary So- 
ciety, 10:30 a.m. 

Commencement Exercises, 2 p.m. 

Prayer Rev. S. E. MacBurney. 

Anthem. 
Success in Life, ......... Ellen Plumb. 

The Christian Statesman, Mary Jane Watson. 

Music, Silver Cornet Band. 

Address to the Graduating Class. 

A ward of Diplomas, Rev. G. C. Morse. 

Music, ........... Silver Cornet Band. 

Benediction. 
Students' Reception, Evening. 

A feature worthy of mention in the opening of the new term, Sep- 
tember, 1867, was a week's special work in what was called a Normal 
Training Institute. County superintendents and the friends of educa- 
tion generally were assembled with the students for the work of that 
week, and were invited to enjoy the hospitalities of Emporia homes 
without charge. The opening lecture was given Monday evening, 
September 9th, by Principal Kellogg, on the subject "Degeneracy and 
Regeneracy of Politics." Tuesday evening was occupied with a lect- 
ure from Prof. Norton, "The Teacher of the Twentieth Century;" 
Wednesday evening with a social; Thursday evening with an address 
by State Superintendent McVicar. The day sessions were devoted to 
recitations and actual class-room work. 

During the legislative session of 1867, January 29, the friends of 
education in the State held a notable meeting at Topeka. The Legis- 
lature gave the use of the Hall of the House of Representatives for an 
educational meeting, and Principal Kellogg was invited to lecture on 
the subject of Normal School Education. We give below a report 
supposed to have been written for the Lawrence Journal at that time 
by Milton W. Reynolds. 

"educational revival meeting. 

"A sort of educational revival meeting was held this evening in the Hall of the 
House of Representatives. Prof. Kellogg, of the State Normal School, gave a brief but 
exceedingly practical and valuable address on the subject of Normal School Education. 
The history, wants, and necessity of the Normal School in our system of popular edu- 
cation, were presented in a clear and forcible light, and in such a manner as could not 
fail to arrest the attention of legislators and of all who heard the discourse. The Nor- 
mal School is making splendid progress for so new a State, and considering all the diffi- 
culties which attended its inception upon the border and in the midst of border strife. 
In starting the Normal School at Emporia in 1863, it seemed like planting a rose-bush 
upon the wild prairie sod with the luxuriant grass growing rank and wild around it, 



20 HISTOBY OF THE STATE NOBMAL SCHOOL. 



or like dropping a pearl in forty fathoms of water. But the School has struggled 
through its brief and eventful existence, and it now has ninety students, and a fine 
building, and considerable apparatus and other facilities to accomplish the mission 
whereunto it was founded. Let the State be to it just and generous and devise for it 
liberal things. 

"Chancellor Oliver of the State University at Lawrence being called upon, made a 
few remarks upon the general subject of a complete and thorough education. His 
words were exceedingly apposite and eloquent, and were well received. Rev. Mr. 
Mc Vicar, Superintendent of Public Instruction, made a few remarks asking of the 
Legislature to be generous in assisting in the day of their infancy all our State insti- 
tutions. Col. Hoyt offered a resolution tendering the thanks of the audience to Prof. 
Kellogg for his able address, and commending his thoughtful suggestions to the con- 
sideration of the people of the State. The meeting then adjourned." 

At the opening of the School in September, 1867, eighteen consti- 
tuted the entering normal class, and the School evidently received the 
patronage of many who were mature in years, for the average age of 
these eighteen was beyond what is usually reckoned as a man's major- 
ity. The School on setting out for the first full year's work in its own 
building found itself possessed of abundant room but lacking in many 
things which even the district school often possesses. There was no 
reference library, except six Webster's dictionaries and a very abun- 
dant supply of Lippincott's gazetteers — five in number. The report 
of the Principal for the year 1867 calls attention to the fact that the 
School is yet without a musical instrument, and that no catalogue has 
yet been published. The directors had in the early part of 1867 
authorized their executive committee to buy a musical instrument for 
the School out of any funds not otherwise appropriated, but it appears 
that no such funds were found, and no instrument was obtained until 
the Normal Literary Union raised the necessary money by entertain- 
ment in 1868. The next Legislature made an appropriation for print- 
ing the catalogues, and future legislatures occasionally provided for 
that when they provided for the other current expenses, until 1880, 
when the policy of printing the catalogue at the State Printer's was 
adopted. The Legislature of 1868 also appropriated for library, insur- 
ance, diplomas, etc., quite generously, but made the entire amount for 
teachers' salaries only four thousand dollars, though the faculty had 
doubled in number since the session of 1866, when the appropriation 
had made three thousand dollars available for that purpose. Of course 
the salary of teachers in each case could be increased by fees collected 
from the students, and it is but just to remark that the salaries during 
the early days of the Normal seem to have left little room for com- 
plaint. The salaries for the year 1868, when the State gave $-t,000, 
were for the four teachers in the order of their rank, $2,000, $1,800, 
$1,000 and $900 respectively. 

Shortly after the opening of the fall term, 1868, having received 
leave of absence for a few weeks, and been furnished with instructions 
from the executive committee, Principal Kellogg left his classes in 
charge of Prof. Norton, with Miss M. J. Watson as special assistant, 
and undertook a visit to the East, having for one of its special objects 
the personal examination into the conduct of affairs in the normal 



Genebal Sketch. 21 

schools of such States as have these institutions organized upon a basis 
similar to that adopted in Kansas. It was also a part of his errand to 
study the working of the common school, academy, and university 
systems of New England. He visited normal schools at Framingham, 
Salem, and Westfield, Mass. ; Albany, New York ; Normal, 111., and re- 
ported on their condition with a view to giving suggestions for the 
management of this School. This report to the regents also calls 
attention to the mission of the Normal School in the educational sys- 
tem, a few words of which discussion we quote : 

" The true place of the Normal School in our educational system does not seem to 
be clearly apprehended by many of its friends. It is, by some, classed in the college or 
university system. The Normal School is thus thought of as an institution similar to 
the University at Lawrence, Baldwin, and other places. In the minds of others, the 
Normal School occupies something of an intermediate place between the common 
school and the college — higher than the one, not so high as the other. It is looked 
upon as an academy or preparatory school where young men and women can be fitted to 
enter college. Neither of these is correct. The Normal School occupies a position dis- 
tinct from that of any other institution of learning in the State. It is neither an 
academy nor a college, and ought not to be confounded with either. Its aims and as- 
pirations are entirely different. Its course of study has little in common with either 
grade of institutions; the classics find no place in its curriculum of study. Where the 
studies are the same, the methods of instruction differ widely. Its design is, not to 
prepare its students for general business, but for a special vocation, that of teaching. 
But while the connection of this institution with the college system of the Slate is re- 
mote, with the common-school system it enters into near and permanent relationship. 
Everything that it does, every lesson learned and recited within its walls, every lect- 
ure delivered, every teaching exercise conducted, is with direct reference to the wants 
of the public schools, and is intended for their improvement. The true place of the 
Normal School is therefore in and at the head of the common-school system." 

A resolution proposed by Hon. C. V. Eskridge in the board meeting 
of January, 1868, was adopted as the policy of the School, and is even 
at the end of the first quarter-century, the ruling spirit of the institu- 
tion. 

" That the Board of Directors do not hesitate to declare it to be the duty of the fac- 
ulty to impress upon the minds of the students the fundamental principles of the 
Christian religion ; yet, as the institution is not in any respect denominational, the 
faculty or any member of it will not be justified in inculcating denominational peculi- 
arities in speaking to students for or against any church organization." 

During the school year which ended with June, 1868, the faculty con- 
sisted of seven members, and this teaching force was increased by the 
four members of the senior class who taught in the model school. One 
fact worthy of note about this time in the history of the School is that 
the salaries and other payments from legislative appropriations were 
made in what was called State scrip; that is, by orders on the State 
Treasurer, who was ex officio treasurer of the School. In some cases, 
at least, those who received this scrip were unable to draw the cash on 
presentation to the Treasurer, and were compelled to sell to private 
parties at a discount of as much as fifteen per cent. The records show 
that the teachers were from time to time advised, in the notice of their 
election, that the salary fixed for the year meant the payment of so 
many dollars in orders on the State Treasurer. This fact should be re- 



22 HISTOBY OF THE STATE NORMAL SCHOOL. 



membered in considering the amount of appropriations and the size 
of salaries in those days. 

Although the act locating the State Normal School at Emporia seems 
to have been definite enough in making that city its permanent place, 
beyond all power to change, there have still been those who talked 
about moving it to some other place. The Legislature had before it 
such a proposition in 1868, and the Senate appointed a committee to 
consider the matter. We take a few items from the report: 

"The proposition embodied in this bill is to 'concentrate the State University, State 
Normal School, and State Agricultural College at one point, and also the State Deaf and 
Dumb, the Blind, and Insane Asylums at one point.' Your committee have come to 
the following conclusions: 

"1. That in the opinion of your committee, it was the most ruinous policy financially 
to distribute the various institutions of the State into different localities, and beyond 
the immediate watchful vigilance of the people's representatives. 

"2. That the State in its present embarrassed financial condition, cannot meet the 
demands for money, and preserve its credit, either at home or abroad; that it would, 
even now, be infinitely to the advantage of the State to relinquish its interest entirely 
in most of its institutions distantly located from the capital, and institute a new policy 
of building them up at the capital or other designated point, gradually and as the 
necessity of the case demanded, and the finances of the State would admit. 

" The majority of the committee would therefore respectfully recommend the passage 
of the bill in its main features." 

The report also discreetly suggested that institutions to which large 
donations had already been made ought not to be moved, and this sav- 
ing clause doubtless proved the great assurance for the Emporia friends 
of the Normal School, for very few of them remember after the lapse 
of twenty years that any such consolidation was considered. 

The gathering of the leading State institutions at some one point in 
a State fortunately remains throughout all this country an untried ex- 
periment. 

At the commencement in June, 1868, the diplomas were presented 
by Rev. G. C. Morse, and the anniversary address was delivered by 
Principal Kellogg's former teacher, Dr. Richard Edwards, president of 
the Illinois State Normal University. The commencement exercises 
were followed immediately by the summer session of the Kansas State 
Teachers' Association, in which Dr. Edwards took a prominent part. 

The graduating class of 1869 was large enough to make a very elabo- 
rate program for commencement, the forenoon being occupied by the 
orations of the class, the afternoon by the anniversary address of Hon. 
T. D. Thacher, the presentation of diplomas by Governor Harvey, and 
the address to the graduates by Principal Kellogg. 

The institution received during this time, if we may judge from re- 
ports still preserved, the hearty indorsement of the teachers of the 
State. The following resolution by the county institute of Labette 
county is a sample : 

".Resolved, That we urge upon our Legislature the necessity of providing a liberal 
support to our State Normal School." 

In the year 1870, Principal Kellogg was voted by the board of di- 



General Sketch. 23 



rectors an honorary member of this body. As will be seen by reference 
to the legislation on the subject, the presidents of the State institutions 
were not then ex officio members of the controlling boards. 

The graduating exercises of 1870 were held in December, and this 
fact probably explains the failure to have any class finish in 1871. 
Gov. Harvey again presented the diplomas, and Mr. Kellogg addressed 
the class. In all the years of the institution, before and since, the 
graduating exercises have been given in June. 

The school year, until this time, had for all purposes of financial 
management coincided with the calendar year, the long vacation com- 
ing as usual in summer, and the term from September to December, 
inclusive, being called the last term of the year. 

Early in 1871, with the expiration of the terms of the board of di- 
rectors, the School passed into the control of a board entirely new in 
its membership, except the Governor, who had just entered on his sec- 
ond term. This board shows in its minutes that it elected the Governor 
president at its first meeting, as had been the custom of former boards, 
and Harvey Bancroft treasurer, not noting the fact that the Treasurer 
of State was by law treasurer of the board ex officio. At this same first 
session of the board, held June 22, 1871, and lasting only one day, was 
transacted a large amount of very important business. We give only 
a few of the items. 

The action of the previous board in regard to the number of profess- 
ors and the amount of salary was considered, and some members of 
the former board appeared by invitation to state the views of the two 
parties on that subject. A committee was appointed to report on the 
matter, and as a result of the action which it recommended, the princi- 
pal and the preceptress presented their resignations, to take effect June 
30. Some of the board had already discussed what might be done in 
case of a vacancy in the principalship. Hon. E. E.White, since super- 
intendent of Cincinnati schools, had been approached in the matter, but 
he declined to consider it, and recommended Prof. J. C. Greenough, 
now principal of the Massachusetts State Normal School, at Westfield. 
The board elected Mr. Greenough at the same salary fixed by the for- 
mer board for the position. They also elected a new preceptress at 
$1,200 per year instead of $1,600, which the former board had fixed as 
the salary for that position. The board also abolished the position of 
second assistant, which had been created by the former board at the 
request of the members of the faculty. 

The position of principal of the model school was also abolished, 
with the recommendation that the department be discontinued, but 
"that it may be discretionary with the principal to continue the same 
under the instruction of the advanced pupils of the normal depart- 
ment." 

It is not difficult to understand that there may have been good 
grounds for difference of opinion as to whether the faculty and the ex- 
penses should be diminished. The necessity of an appropriation for 



24 Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 



a larger building was apparent to all who knew the work of the School. 
It may be that the teachers then in charge were in error to think that 
greater teaching force should be employed, but it is worthy of remark 
that the new principal in his report during his first term makes that 
same recommendation for more teachers. 

The members of the board were called together again in July, to 
learn that Mr. Greenough had declined. Dr. Geo. W. Hoss, ex-State 
Superintendent of Public Instruction of Indiana, and a man of wide 
experience in educational affairs, was then elected as the successor of 
Principal Kellogg. He assumed the duties of his office in September, 
1871. With the exception of the discontinuance of the model school, 
mentioned elsewhere, little change was made in the general conduct of 
the School. 

Dr. Hoss began his work with a revision of the course of study, and 
vigorous work to increase the efficiency of the School and enlarge the 
attendance in the normal department. It was desirable to secure the 
cooperation of all elements for the purpose of adding to the building 
accommodations of the School, and the principal's energies were at once 
directed (from the beginning of his administration) toward the erec- 
tion of the new building. 

An event of considerable importance and certainly of great interest 
at the time was the reorganization of the faculty at the close of Dr. 
Hoss's second year. In April, 1873, he stated to the board that there 
had "been for some months a want of harmony in the faculty," and 
recommended that a reorganization be effected by receiving the resig- 
nations of all the members, and acting on their application for 
reelection. Dr. Hoss opened the way by presenting his own resigna- 
tion, and the main features of the plan proposed were adopted. Dr. 
Hoss was reelected in May, and the remaining places were filled in 
June, after the work of the school year had been completed. 

The opening of the new building seemed to be the dawn of a new 
era. The dedication exercises were held June 19, 1873. The Hon. T. D. 
Thacher delivered a timely and' eloquent address. The regents 
acknowledge the presentation of a beautiful flag at this time by Hon. 
P. B. Maxson, whose service in the Legislature had already laid the 
Normal under many obligations, and Milton W. Reynolds, Esq., whose 
pen as a newspaper writer had done much to strengthen the institution 
throughout the State. 

In August, however, before the year's work opened in the new build- 
ing, President Hoss having been elected to a professorship in the 
State University of Indiana, tendered his resignation, to take effect 
December 25, or sooner if his successor could be secured. At a meet- 
ing of the board in October, Dr. G. R. Pomeroy, of Iowa, was elected, to 
begin with 1874, and Dr. Hoss terminated his work at the end of two 
years and one term, having made the shortest period of service at the 
head of the institution of all the presidents in the first twenty-five 
years of its history. 







GEORGE W. HOSS, LL. D. 



General Sketch. 25 



Dr. Pomeroy's administration seems to have finished the current 
school year without any material change in plans or organization. 
Prof. Norton had temporary leave of absence during the summer term, 
and Prof. Copeland filled his chair during those months. The class 
graduating in June was the largest thus far in the history of the insti- 
tution. The degree of Bachelor of Elements was by the authority of 
the board conferred by the president on the members of this class. 
The plan of conferring degrees had been recommended by Dr. Hoss, 
but we have no account of its adoption until this time. In 1874, the 
course was revised and an extended high-school course adopted in 
connection with the model school, embracing four years of Latin and 
two years of Greek. Students hitherto classed in the normal depart- 
ment, but not taking professional work, were now graded as in the high 
school. Early the following year, Mrs. M. J. Pomeroy was made pro- 
fessor of Latin and Greek. The degree of Bachelor of Elements was 
given to those who took the elementary course only. Bachelor of 
Didactics was made the degree of those taking what was called the 
normal course, and Bachelor of Science the degree of those taking the 
scientific course. We have no record that these degrees or any of 
them were ever conferred either before or after Dr. Pomeroy's admin- 
istration. The plan of having three terms of twelve weeks each to 
constitute the school year was also inaugurated at this time. 

The matter of furnishing text-books to the students was during 
these years a subject which demanded and received considerable 
thought. At no time does a plan seem to have been adopted that 
proved satisfactory for any considerable period. The records show 
that during Dr. Hoss's administration the regents had ordered that a 
deposit of $2 should be required of each student to guarantee the 
return in good order of the books loaned. During the time of Dr. 
Pomeroy there were continual changes in the conditions on which text- 
books were furnished. The sum of fifty cents a term was first charged 
for the use of the books needed, and this price was afterwards raised 
to one dollar. The plan next recorded was to charge rental for each 
book at the rate of one cent a week for those costing less than sixty 
cents, and two cents a week for those costing sixty cents or more. 
There seems to have been a debt incurred in the purchase of these 
books, and it was hoped to pay the amount in this way. The faculty 
were afterward authorized to sell or rent books as they might have 
opportunity, but we have no means of knowing what books the School 
had, nor how many were thus disposed of. The fire of 1878 seems to 
have put the matter of these text-books out of all further reach of dis- 
cussion. 

In the fall of 1875 Dr. Pomeroy had leave of absence from the board 
to visit the Normal Schools of Missouri, but we have no report of the 
visit, nor record that he availed himself of the permission. 

During the first two years of this administration the School moved 
along without any difficulties except the usual cares and anxieties of 



26 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 

such an institution. The Legislature of 1876, however, seemed deter- 
mined to bring about the summary closing of all normal-school work 
under State support. 

Instead of the usual appropriation bills for the salaries and other 
expenses of the State normal schools, the Legislature incorporated the 
following in a miscellaneous appropriation bill, which took effect March 
5, 1876: 

"To the Leavenworth State Normal School, for the current expenses of the first 
quarter of the fiscal year ending March 1, 1876, 12,297.50; to Concordia State Normal 
School, for the current expenses of the first quarter of the fiscal year ending March 1, 
1876, $2,297.50; to the Emporia State Normal School, for the current expenses up to 
March 22, 1876, $4,200: Provided, That these appropriations to the Leavenworth Normal 
School, the Concordia Normal School, and Emporia Normal School shall be received in 
full for all claims against the State, and that said schools cease to be maintained at the 
expense of the State, and that under no circumstances shall the regents of said institu- 
tions incur any liability or create any debt beyond this appropriation, and the State 
shall not be liable for any expense in excess of this appropriation ; and that the Leav- 
enworth and Concordia normal schools cease to be State institutions." 

The question, What was to be done? brought the board together 
March 15. We quote from the records: "After a full discussion of the 
situation, the board authorized the executive committee to invite the 
teachers to finish the year and accept pro rata on the basis of their re- 
spective salaries, any money that may remain after meeting necessary 
current expenses." The teachers nearly all cordially accepted the situa- 
tion, and performed faithfully the work of the succeeding term, with a 
compensation too small to pay the actual expense of living. Over one 
hundred students were in attendance during the summer term. 

Being without funds to pay a faculty, the board, at the close of the 
year, discharged the teachers, the president excepted, and Dr. Pomeroy 
was continued without salary to conduct the school. He was authorized 
to charge tuition fees and to employ such teachers as he deemed nec- 
essary, though without expense to the board. It was also stipulated 
that the board should not be held responsible for any expenditures 
whatever. The report to the Governor says: 

"As was expected, the charge for tuition for all normal students, together with un- 
certainties regarding the future action of the Legislature in sustaining the Normal, 
operated to discourage many from attending. Other local causes, not necessary here 
to enumerate or characterize, united their influence to cripple the School ; yet notwith- 
standing all these adverse agencies, over one hundred have been enrolled in all the 
departments. In many respects the term, in its educational work, has been one of the 
most satisfactory and successful in the history of the Normal." 

The regents close their report with estimates for the following year, 
and a most logical and eloquent appeal for a hearty support of the 
Normal. They say that the School "is adapted to the present and 
growing necessities and capabilities of the State, and will, if duly su- 
pervised and sustained, secure unity, harmony and efficiency in its ed- 
ucational system." 

The regents say in 1878: "As stated in our previous annual report, 
the survey of the situation impressed the board most forcibly with the 
great importance of continuing the school if possible. The educational 




C. R. POMEROY, D. D. 



General Sketch. 27 



interests of the State seemed imperiled in the complete overthrow of 
its system of normal instruction. There were grave reasons to appre- 
hend that, in the temper of the public mind, aggravated by recent State 
disasters, the closing of the doors of the State Normal would be to close 
them forever; that its buildings would be occupied for other purposes, 
and its endowment alienated. Certainly its students would be scattered, 
and public confidence in the system of normal instruction be shaken 
and destroyed. From every higher consideration it seemed most de- 
sirable to -hold the fort' if it could be manned and provisioned. It 
was indeed the task of making brick without straw; but, seconded in 
their efforts by teachers insp ^d by the same educational convictions, 
the work was attempted, and has been prosecuted successfully to the 
present time." 

The Legislature of 1877 made no appropriation whatever for the use 
of the School. The per diem and mileage of the regents were paid 
along with the per diem and mileage of regents and trustees of other 
institutions, but there was absolutely no money available for the ex- 
penses of the institution, as no income from the endowment had yet 
been realized. There was now no prospect of legislative aid for two 
years at least, for the constitutional provision for biennial sessions had 
gone into effect. 

At the board meeting in June, 1877, the following plan was adopted: 

" 1. The president shall collect tuition from students each term, and pay from the 
proceeds — 1st, all current expenses for conducting the Normal, excepting teachers' 
wages; 2d. shall disburse balance to teachers upon a pro rata basis of salaries allowed. 

"2. The treasurer of the board is hereby authorized to make good any deficiencies 
in teachers' salaries from funds available from sale of normal lands. 

"3. In case of inefficiency of available funds for meeting claims of teachers, the 
amount still due them on salaries allowed shall be credited to their account on the 
books of the treasurer, and shall be paid them whenever there shall be money for this 
purpose under the control of the board." 

In the course of the year, it was suggested that the last clause of 
the plan was illegal, and the entire faculty relinquished all claim for 
remuneration beyond what might be collected from fees. On this plan 
the School was conducted during the school years 1877-78 and 1878-79. 

The financial statement of the president for these two years shows 
on how small an allowance the self-sacrificing teachers contrived to 
subsist. The board voted July 2, 1879, that all moneys paid into the 
State treasury as interest on Normal lands or bonds up to the first of 
August of that year, be paid to the teachers for services of last school 
year, and this "shall be in full of all moneys due them for all of that 
period." 

The adage, " Misfortunes never come singly," surely has no better 
illustration than can be found in the experience of this School at that 
time. Following closely on the withdrawal of all legislative support 
came the odium of the Bancroft embezzlement, the defeat of the 
School in the suit which the city instituted for the possession of the 
boarding-houses, the tornado which so seriously damaged the buildings 



28 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 

in April, 1878, and then the fire which completely destroyed both build- 
ings. All of these are more fully described in other connections ; they 
are mentioned here to show the accumulated weight of calamities which 
had borne Dr. Pomeroy down, when, in the summer of 1879, he tendered 
his resignation to the board. 

The School had been handsomely cared for after the fire by the citi- 
zens of Emporia, the Methodist Episcopal church, which then stood 
where the splendid edifice of that denomination now stands, having 
been so promptly furnished for use that only one day of school was 
lost in the interval of uncertainty. The City Council had fitted the 
Normal Boarding Halls from an appropriation of a thousand dollars, 
made to supply the needs of the School. The State, county, and city 
had united in voting money for a new building whose erection was in 
progress. The storm was over and the favoring breezes of a prosper- 
ous voyage had begun to spring up, but the helm of the ship was now 
left to other hands. 

President R. B. Welch came to his work in the Normal from a suc- 
cessful experience in the supervision of city schools in Illinois. He 
brought with him the valuable equipment of sound health and great 
physical endurance, together with the power of rallying to his support 
all whom he met. He had but little time after his election before he 
must be in the work of the school-room, President Pomeroy having re- 
signed August 6, and President Welch, with an entirely new faculty, 
having been elected August 20. The School was still in the temporary 
quarters in the "Normal Boarding House" buildings, the new building 
was rapidly fitting for use, and all the matters connected with prepara- 
tion for its occupancy were pressing upon his time and attention. 

President Welch was the author of the plan by which the model 
school was organized at the beginning of 1880, and placed under the 
supervision of the superintendent of the city schools. This temporary 
arrangement soon gave place, under his administration, to a well-con- 
ducted model school, whose plan has been substantially followed to the 
present. Much was done by the President's lecture tours in the summers 
of 1880 and 1881 to bring the School into favorable notice throughout 
the State, thirty institutes being visited on the first of these tours and 
thirty-two on the second. 

In 1881, the professional work was thrown into the last year of the 
course, the school year was divided into two terms, and the course was 
so changed as to enable the regents to announce that all subjects would 
be taught each term. 

President Welch presented his resignation to the regents March 6, 
1882, to take effect at the end of the current term, the completion of 
his third year of service. June 16 of that year graduated the largest 
class sent forth at any commencement during the first twenty-five years 
of the school's history. The Normal was regaining its prestige through- 
out the State, and President Welch turned over to his successor an in- 
stitution well entered upon the highway of prosperity. 




RUDOLPH B. WELCH, A. M. 



General Sketch. 29 



Dr. A. R. Taylor was unanimously elected to the presidency of the 
Normal School, April 13, 1882. He came to this work with the prepara- 
tion of previous service in a college faculty, having been a most suc- 
cessful and popular professor in Lincoln University, Illinois. He 
began his career in Kansas by taking the conductorship of the Lyon 
county summer institute in 1882, in order to familiarize himself with 
the State system. 

After his entering upon the school work, the first marked innovation 
shown by the regents' records to have been recommended by President 
Taylor was the offer of mileage to Kansas students at the rate of three 
cents a mile in excess of one hundred miles. The plan was approved, 
with some doubt as to its feasibility, there being room to fear that it 
might prove too great a drain on the contingent fund of the institu- 
tion. There was, however, a strong feeling of its justice to those in 
the remote parts of the State, and the test of years has given it only 
the most unqualified approval. 

The abolition of the two-years course of study was a measure which 
was entirely appropriate to the degree of advancement which the 
State and the School had attained. It was fitting that the Normal 
School should take higher ground in the matter of scholarship as rap- 
idly as possible, and the time had come when it seemed necessary to 
extend the science instruction to twenty weeks, and make other changes, 
which necessitated the adoption of three years as the shortest course 
for graduation. 

Among the changes of this period may be mentioned the provisions 
for admitting students without special examination. A large number 
of city high schools throughout the State are placed on an accredited 
list whose diploma is a certificate of admission. The Normal, desiring 
also to encourage the grading of the rural schools, is ready to pass 
upon papers made by students in the county superintendents' exami- 
nations for the common-school diploma. This plan brings to the Nor- 
mal a great many worthy young people who might otherwise not enter 
upon any higher course of preparation for teaching. It has also pro- 
vided for admitting on teachers' certificates, and has made definite 
arrangements about receiving in the normal classes those who bring rec- 
ords from other normal schools or from colleges. The president and the 
secretary are a standing committee to investigate all applications for 
such recognition, and to pass upon the question of admission. 

The question of manual training in the public schools has not been 
without consideration by the regents and faculty of this institution, 
and a small appropriation by the Legislature of 1889 will be utilized to 
inaugurate such work in that line as will place the Normal graduates in 
an intelligent position on that subject. Another of the new features of 
the School is a permanent exhibit in two rooms of the third story where 
the work done in the various classes is arranged for inspection. The 
material shown consists of apparatus, together with mounted and other 
preserved specimens prepared in the science department, examination 
—3 



30 Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 



papers, drawing and modeling done in the normal department and in 
the model school, besides a full display of kindergarten work. This 
shows to those who happen to visit the building when school is not in 
session, the results of class work, and it enables those who visit the 
classes to see what has been accomplished, as far as the material side 
of the work is concerned, by the methods and processes in use. It also 
affords the students an excellent opportunity to make a helpful and 
systematic study of school work and school appliances. 

The growth of the library is recorded elsewhere, and will show in this 
period a marked change. Many periodicals, including all the leading 
magazines of the country, have been placed in the reading room. The 
library has changed from a set of plain shelves with a thousand books, 
half of which belonged to the city and have been returned to their 
owner, and has become a magnificent collection of five thousand vol- 
umes, systematically arranged in handsome cases, distributed through 
three well-lighted and well-furnished rooms. 

The two literary societies so long identified with the institution have 
for their own exclusive use each a handsome hall, well furnished with 
carpet, furniture, pictures, etc., and a third society is practically on an 
equal footing with them, having like them a piano, and sharing an 
equally well-furnished room with the Young People's Society of Chris- 
tian Endeavor, which is also a new organization. The literary societies 
are all greatly aided by the faculty in the preparation of their programs 
by virtue of the arrangement which allows members of the societies to 
have credit in the regular school record on declamation, essay, and ora- 
tion rehearsed before members of the faculty. Of course these exercises 
do not constitute nearly all the society work, but the character of the 
society programs receives a marked improvement from the confidence 
and polish which come to those who rehearse their exercises to com- 
petent and careful critics at a time long enough before presenting them 
to the public to allow the culture of their preparation to become a gen- 
uine growth. The plan of limiting to students and those who present 
invitations the privilege of attending evening meetings in the building 
during most of the year, works excellently along with the plan of clos- 
ing the doors so that none go to any of the societies after the hour for 
opening. The program can be given in the most effective manner 
possible when the entire audience is in place at the time for beginning, 
and is composed almost wholly of those who are specially interested in 
the success of the exercises. The kindly cooperation of the societies 
with the management of the School is a marked feature of the present 
administration. 

The growth of the School financially during this administration is 
worthy of remark. The cash value of grounds, apparatus, furniture, 
etc., has been increased over $50,000, the endowment from the sale of 
salt land appropriated in '86, $81,000, and the annual income, exclusive 
of legislative appropriations for fuel, library, apparatus, etc., has, by 
the increase of endowment and the amount of contingent fees col- 








..<. .. 



ALBERT R. TAYLOR. 



General Sketch. 31 



lected, risen $12,000 higher than it was at the beginning of this period. 
It should be noted that this increase, great as it is, has hardly kept 
pace with the School's growth in size and efficiency. The work now 
doing makes a showing in the matter of economy that may well en- 
courage the State in generous munificence to this institution. 

The neat plots of ground in the campus kept by the various classes, 
the banners and class cards of the seniors, the taste, without extrava- 
gance, in dress shown by both ladies and gentlemen indicates that the 
Normal students learn to appreciate the value of the beautiful, and 
will make teachers fit to grace any society. The care of our building 
has few equals in neatness and cleanliness, if we may believe the state- 
ments of thoroughly traveled friends; and surely the remark of a 
former board of visitors, in their report to the State Superintendent, 
that the boys should learn not to mark the walls, could hardly be made 
in the present condition of things. 

There is a marked increase in the demand for a higher degree of cul- 
ture, as indicated by the greater size of the classes in optional studies, 
and the larger number of pupils who take the Latin. Our students are 
most thoroughly mastering an English education and preparing them- 
selves to teach, when they make themselves familiar with the language 
from which so many of our words come. 

The government of the School is so shaped as seemingly to take 
care of itself. The students are easily led to conform their conduct to 
the best interests of the whole institution. The plan which some east- 
ern colleges and universities are now introducing as a new triumph, 
namely, the organizing of the School so that the students may be di- 
vided among the faculty and each may have personal supervision and 
counsel, has been in unheralded operation here for the last half-dozen 
years. Each member of the faculty is class teacher for a certain class,. 
and is expected to secure the cooperation of class committees in call- 
ing on the pupils, caring for any who may be sick, encouraging or 
restraining or guiding any who may need the help of stronger person- 
alities than their own, and in awakening to higher endeavor. The 
adoption of class colors and the giving of socials in the Normal build- 
ing under the auspices of various classes, the holding of class gather- 
ings, and the inauguration of various class enterprises, all tend to 
arouse a class spirit which can be swayed to the accomplishment of 
good, yet restrained from running to riotous excess. The era of good 
feeling has surely dawned upon the School in all its brightness. There 
is no calling up of the bitterness of the past, except to remember with 
sympathy those who drank of its troubled waters. The relations be- 
tween the School and the citizens of Emporia are of the most kindly 
nature. There is no longer any complication about the control of 
boarding-houses or other property belonging to the city, nor is there 
any need of a repetition of the sacrifices to assist the School which 
were formerly made by the generous people of the city. The students 
are allied to the citizens by ties better than those of dependence: they 



32 HIS TOBY OF THE STATE NORMAL SCHOOL. 



are friends who are kindly welcomed as boarders in the homes of the 
city, and as workers in the church, in the Sunday school, and in every 
worthy enterprise. There is no spirit of lawlessness shown in a dispo- 
sition to disturb the property of citizens; the Normal people have the 
reputation of being the most orderly element in the community. The 
spirit of work takes full possession of faculty and students. The Nor- 
mal has little intermission during the year, except the summer vacation. 
It dismisses for Thanksgiving, for Decoration Day, and for a short 
period at the Christmas-time ; it believes in thankful recognition of the 
Source of all good, in thoughtful honor to the heroic dead, in the joy- 
ousness of proper seasons of festivity, but it believes most thoroughly 
in that manifestation of gratitude, respect, and joy which finds expres- 
sion in the cheerful doing of all the duties of school life. There is 
surely no cloud on the horizon of the institution. It has enjoyed a 
period of undisturbed prosperity sufficiently long to give assurance 
that it has become well established. President Taylor has already com- 
pleted seven years of service — a longer term than any other has ever 
made in his position. The union of him and the Normal School in the 
present relation is surely an alliance of genuine love, which ought to 
be in no danger of early divorce. 

In September, 1867, in accordance with the law, a model school was 
organized and placed in charge of Mrs. J. W. Gorham from the Illinois 
State Normal University, who had recently been added to the faculty. 
Two grades were provided for — the grammar and the intermediate. 
The number of pupils was limited to thirty. In the spring of 1868, 
Miss Pitman having taken charge of the work, a primary grade was 
added to the model school. She resigned before the close of the year, 
however, and the school suspended until September, 1868. 

During the rest of President Kellogg's administration, the model 
was a characteristic feature of the Normal School, but, for lack of 
room, he advised its discontinuance, and at the close of his administra- 
tion the preparatory class was used as a training school. The matter of 
restoring the model school was a favorite idea with Dr. Hoss, and came 
up again and again during the years 1872 and 1873 in the board meetings, 
and was postponed from session to session, apparently with the hope 
that some solution of the difficulty might be found. 

In May, 1873, the following preamble and resolutions were adopted : 

" Whereas, We deem a model or practice school necessary to the efficiency of the 
Normal; and whereas no funds exist to meet expenses of such school: therefore, 

"Resolved, That the department of elementary branches be suspended from and 
after close of current term, and that appropriation for said department be used for 
support of model or practice school. 

"Resolved, That students be admitted from eight years and upward." 

On the opening of the new building in September, 1873 5> the model 
school was reorganized and a room set apart in the stone building for 
its accommodation. The city schools of Emporia furnished one grade 
for the "training school;" the attendance increased so rapidly that 



Genebal Sketch. 33 



more room was needed before the year closed. Dr. Pomeroy, in his 
report for 1874, says : "At the annual meeting of the Board of Regents 
in June, provision was made for establishing in connection with the 
Normal, as an integral part of its work, a high school and grammar 
school department, to be called the Model School, and a training school 
to consist of all grades below the grammar grade. In this new order, 
the professional work of the Normal in the education of teachers was 
especially regarded and facilitated by the establishment of schools of 
observation and practice in teaching. With the fall term, the new 
plan was carried into operation, and with most gratifying results." 

One room of the main building, that corresponding to No. 18 of the 
present building, was used by the model school in 1874-5. In 1875-6 
the model school used two or three rooms of the old stone building. 

These departments were affected largely by the varying fortunes of 
the School, until the fire, which the model or preparatory department 
only survived. 

In January, 1880, Prof. B. T. Davis, superintendent of the city 
schools of Emporia, was appointed as principal of the model school 
and director in training. He retained his position as superintendent 
of the city schools and the pupil-teachers were permitted to observe 
and teach classes in them. A two-years preparatory course supplied 
grammar-school classes for practice in teaching in the Normal School 
building itself. This plan was not very satisfactory to the people of 
the city, nor to the management of the Normal School, and in July, 
1880, Prof. Davis resigned his position in the city schools that he 
might give all of his time to the Normal. A "Preparatory and Model 
School" was at once organized, embracing classes from the primary 
through the grammar grades, and the enrollment reached two hundred 
and two for the year. This model school enabled the director to give 
more definite practice at once to the teachers. 

In April, 1882, Professor Davis, with the approval of the faculty and 
regents, assumed part of the responsibility of employing Miss Emilie 
Kuhlmann, of Centralia, Kansas, as instructor in kindergarten methods. 
A kindergarten was at once organized, and before the year closed be- 
came a very popular feature of the School. The first term some thirty- 
five teachers received instruction in kindergarten methods. The next 
year it was made a part of the model school, and Miss Kuhlmann be- 
came a regular member of the faculty. The kindergarten and lower 
primary grades were in charge of Miss Kuhlmann ; the upper primary 
and lower intermediate classes in charge of Miss Sue M. Crichton, a 
successful primary teacher from West Virginia, who had been ap- 
pointed to the position of assistant in mathematics in 1879. The 
director in training, aided by assistants chosen from the graduating 
classes, supervised the advanced grades. The practice school as thus 
provided, carefully graded from the kindergarten up to the high school, 
all under intelligent and experienced supervision, furnished just the 



34 HISTORY OF THE STATE NOBMAL SCHOOL. 



facilities needed to exemplify methods and to train teachers for such 
grades of public school work as they might have in view. 

Prof. J. N. Wilkinson, a graduate of the Illinois State Normal Uni- 
versity, as the successor of Professor Davis, September, 1884, brought 
with him a valuable experience in all grades of public school work. 

In the spring of 1887, Miss Crichton resigned her position, and was 
succeeded by Miss L. J. Stephenson, late superintendent of schools for 
Woodson county. In June, 1888, Miss Minnie E. Curtiss, of Adams, 
Mass., was elected assistant teacher, part time, and was at once placed 
in charge of the grammar-school classes. These three ladies and the 
assistant chosen from the senior class, cooperate with the director in the 
management of the model school and the practice work of the pupil- 
teachers. In 1885 the term "preparatory" was dropped and the term 
"model" only retained, as the school is sustained primarily to give the 
pupils in the normal department actual practice in teaching, rather than 
to prepare the children in it for entering the Normal proper. 

In a general way, much had been done to awaken an interest in light 
gymnastics. Calisthenics had been a regular exercise at the very be- 
ginning of the School. The building of 1873 had a room set apart for 
the gymnasium, but in the urgent need of other departments it was 
left unfinished. A small appropriation by the Legislature in 1883 suf- 
ficed to finish the gymnasium, in the building of 1880, a large and well- 
ventilated room in the basement, and supply it with suitable apparatus. 
Prof. Davis, as director in training and gymnastics, was an enthusiast 
in this department, and the increased facilities enabled him to organize 
the pupils into classes for regular drill for ten or fifteen minutes daily. 
In these exercises Dio Lewis's system was largely followed. A system 
of measurements was adopted, and record books provided. From time 
to time additional apparatus has been put into the gymnasium in the 
way of chest weights, walking-rings, ladders, etc. In the winter of 1889 
a room in the third story was supplied with a good line of instruments 
for physical measurement. The records are made in accord with the 
latest and best approved anthropometric systems. Valuable features 
from Blaikie's system and from military tactics have been added. A 
variety of desk exercises has been devised, suggested in part by the 
Swedish system of gymnastics. All pupils, unless excused by satisfac- 
tory reasons, are required to engage in the daily exercises in light 
gymnastics under the direction of chiefs chosen from the advanced 
classes. Certain periods are assigned pupils who may wish to use the 
heavier apparatus. While nothing requiring very great skill is at- 
tempted, enough is provided to awaken that zest which makes all such 
exercise healthful and profitable. Every pupil before graduation is re- 
quired to lead a section in drills for such time as the director may 
designate. This gives practice in command, and serves to develop 
self-confidence. The following points are kept constantly in view: the 
development of health, strength, beauty of form, grace of movement, 



General Sketch. 35 

the subserviency of body to the demands of mind, and withal of higher 
ideals of the physical man and woman. 

The fire of 1878 swept away everything valuable belonging to the 
natural science department. When Prof. H. E. Sadler was called to the 
chair, in 1880, he was compelled to work with such simple material as 
he could gather together. To one just out of the splendid laboratories 
of Yale College this was no light task, and yet that very experience now 
enabled him to devise ways and means to awaken an interest in the 
sciences which played no little part in bringing them into their present 
prominence. The limited time given to most of the subjects did not 
give very satisfactory results, however, and when in 1884 the "common 
school," a two-years course, was abolished, the time for each of the sci- 
ences was extended to a full term — twenty weeks. More extended 
text-books were introduced, and the work was greatly enlarged. 

On the resignation of Prof. Sadler in 1886, Dr. T. H. Dinsmore, of 
York College, Pa., was elected to the chair of physics, chemistry and 
physiology, and Prof. D. S. Kelly, late of Jeff ersonville, Ind., to the 
chair of natural history. 

The division of the work enabled each department to give more time 
to the development of laboratory practice. With the completion of 
the new wing in 1888, four handsome rooms were fitted up for the use 
of each department — the laboratories proper being in the basement. 
Though for years the classes had done more or less in the way of ex- 
perimentation, it now became possible to permit every pupil to do a 
large amount of laboratory work. Pupils are assigned to regular duty 
there, and do a variety of work in the way of dissections, making 
simple apparatus, etc., etc. From a thousand to fifteen hundred dol- 
lars per year is now appropriated for apparatus and museum, and so 
generous are the facilities becoming that there are probably few 
schools outside the old and heavily endowed colleges that accomplish 
more in the practical way in the study of this most delightful depart- 
ment of knowledge. 

In the spring of 1883, Miss M. P. Spencer, one of the "immortal 
eighteen" who entered the School when it first opened and a graduate 
in the class of 1869, was elected to the chair of elocution. The chair 
might better be called the chair of reading, for the reading classes 
proper monopolize most of her time. While devoting her energies 
largely to reading, she has charge of the second-term classes in decla- 
mation, and gives fortnightly lessons to the senior class in the Delsarte 
system of expression. In teaching elocution, the art of interpretation 
is regarded as no less desirable than the art of expression, and the re- 
sult has been highly satisfactory. All of the work is supplemented by 
instruction in methods of teaching reading. 

Though drawing is not one of the required branches in the public 
schools of the State, it is rapidly winning its way to popular favor. 
The art department of the State Normal School has been a great factor 
in bringing it into its present prominence. Among the teachers whose 



36 HISTORY OF THE STATE NORMAL SCHOOL. 




ability and enthusiasm awakened interest in the subject, perhaps Mrs. 
W. S. Picken, formerly Miss L. H. Hoxie, should be mentioned first. 
She was elected to the chair of drawing and geography in 1881, and at 

the time of her resignation in 
1887, had made her department 
one of the most attractive feat- 
ures of the School. She was 
succeeded by Miss May L. Clif- 
ford, of the State Normal Art 
School, Boston, a lady of rare 
taste and promise. The de- 
partment is now provided with 
a fine line of casts, reliefs, 
models, typical historical or- 
naments, illustrations of the 
various schools of architecture, 
photographs, etchings, engravings, stereopticon views, etc., etc. It 
is conceded that no other Normal School west of New York possesses 
completer facilities for instruction in art. The department occupies 
two rooms on the second floor. 

The problem of securing a thorough musician for the music classes 
without drawing too largely on the salary fund has been happily solved 
by paying a reasonable compensation for the instruction of the regu- 
lar vocal classes, and insuring a good income from private pupils in 
instrumental and vocal music. The experiment proved very successful 
under the direction of Prof. A.-C. Moss, formerly of Pennsylvania, and 
his successor, Prof. Geo. B. Penny, recently of the Metropolitan Con- 
servatory, New York City, is greatly pleased with the progress his 
classes are making. The work is thoroughly up with that done in the 
best schools. The department has several pianos in its service. 



A CORNER IN THE ART DEPARTMENT, 1889. 



Faculty Regis tee. 



37 



paealty Register. 



PRESIDENTS. 

L. B. Kellogg 1865-71 i R. B. Welch, 1879-82 

G. W. Hoss, 1871-73 A. R. Taylor, . . . 1882-. 

C. R. Pomeroy, 1873-79 I 

TEACHERS. 



Directors in Training. 

B. T. Davis from Jan. 1880-84 

J. N. Wilkinson 1884-. 

Mathematics. 

Mrs. G. H. Gorham, 1867-71 

S. S. Babcock, 1872-73 

P. J. Carmichael, 1873-76 

Geo. Fowler, 1879-85 

M. A. Bailey, 1885-. 

Natural Sciences. 
H. B. Norton, .... 1865-70 and 1873-75 

R. B. Dilwoeth, 1870-73 

S. C. Delap, 1875-77 and 1878-79 

P. Harris, 1877-78 

M. R. Cook 1879-80 

H. E. Sadler, 1880-85 

Language and History. 

Abbie G. Homer, 1866-67 

Mary J. Watson, 1868-69 

M. C. Lamprey, 1871-72 

Emilia F. Brewer, 1871-73 

Mrs. A. P. Morse, 1873-75 

Mrs. M. J. Pomeroy, 1875-79 

Florence Wheat 1880-81 

Viola V. Price 1881- 

Latin. 
J. H. Hill, 1887-. 

Dr awing. 

Rebecca C. Buchanan, 1874-80 

Thyge Sogard 1880-81 

Lillian Hoxie Picken, 1881-87 

May L. Clifford, 1887-. 

Physics and Chemistry. 
T. H. DlNSMORE,jr., 1885-. 

Natural History. 
Dorman S. Kelly, 1885-. 

Reading and Elocution. 

Mrs. A. M. Philbrick, 1869-73 

Mrs. S. C. Delap, . . 1876-77 and 1878-79 

Martha Joy, 1879-81 

Martha P. Spencer, 1883-. 



Music. 
M. J. Stimpson, . one term in 186S. 

T. G. Jones 1872-74 

Mrs. J. D. Lee 1874-75 

Mary A. Dickason 1875-76 

Miss Peebles, 1876-77 

Kate S. Clisbee, 1877-79 

Mrs. A. Adams, term ending Jan. 1880. 

Thyge Sogard From Jan. 1880-81 

J. T. Rees, 1882-83 

R. A. Kinzie, 1883-84 

Alfred C Moss, 1884-88 

Geo. B. Penny, 1888-. 

Model School. 

Mary R. Pitman, 1867-68 

Ellen Plumb, 1868-70 

Mary Baker 1870-73 

Rose M. Smith, 1873-74 

Sarah E. Sprague, 1874-75 

Irene Gilbert, 1875-76 

Ella Murdock, 1876-77 

Effie Partch, 1877-79 

Susan E. Crichton, 1880-87 

Lizzie J. Stephenson, 1887-89 

Assistants. 

Irene Gilbert, 1874-75 

Effie Partch, 1875-76 

Marion Delap, 1875-76 

A. Gridley, 1875-76 

Frank Kizer (and curator), . . . 1879-80 

Asenath E. Dixon, 1879-80 

Margaret E. Esden 1881-82 

William Rees, 1881-82 

E. D. Kirby, 1881-82 

Weltha A. Webster 1881-82 

Anna Bissell, 1882-83 

Lulu H. Holmes, 1883-85 

Anna L. Carll, 1885-86 

Bertice C Hastings 1887-88 

Myrtle Jones, 1887-88 

Jeanne Brazil 1888-89 

Kindergarten. 
Emilie Kuhlmann 1882-. 

History and Assistant. 
Minnie E. Curtiss, 1888-89 



38 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 



SKETCHES. 

"The father and protector" of the Kansas State Normal School, Hon. 
L. B. Kellogg, was born September 28, 1841. He spent his early boy- 
hood in Ohio, then became a student in the Illinois Normal University, 
graduating in 1864. For a short time, Mr. Kellogg was teacher in the 
model department of the same institution, and was preparing to enter 
the law department of Harvard University. Mr. Morse visited the Uni- 
versity in search of a teacher to take charge of the Normal School 
in the new State of Kansas. President Edwards recommended the 
energetic model-school teacher, L. B. Kellogg. The honor was at first 
graciously declined, but after some deliberation, and considerable press- 
ure, the call was accepted, and on February 15, 1865, the Kansas Normal 
School was opened, with L. B. Kellogg as principal and the only teacher. 
The young principal laid broad and deep the foundation of normal- 
school work, thus securing the future prosperity of the institution. 
While each successive president has had his peculiar merits, each hav- 
ing high rank among educators, we doubt if any other man could have 
so successfully taken the crude material of a frontier people, and with 
the limited resources, could have so fashioned, equipped, and set afloat 
the educational barque of our young State. Such was his zeal and his 
tact, that in a very few months the School was a prominent factor in 
the educational life of Kansas, and before his resignation at the end of 
six years the institution had a national reputation. An evidence of his 
high standing as an educator was an offer, in 1867, from the University 
of Missouri, to take charge of the Normal Department of that institu- 
tion at a salary of $2,100. 

On December 19, 1866, Principal Kellogg was married to Miss Abbie 
G. Homer, who for a short time was a member of the Faculty. She 
was a lady of fine culture, but of delicate constitution. Two sons were 
born to them, Vernon and Fred, now students in our State University. 
On May 15, 1873, Mrs. Kellogg passed from this life — the victim of 
consumption. 

On leaving the teacher's profession, Mr. Kellogg began the practice 
of law in Arkansas City, Kansas, but soon after returned to Emporia, 
and opened an office here. His marriage to Mrs. J. M. Arthur took 
place in 1878. Mrs. Kellogg, a scholar and a student, was soon admitted 
to the bar, and the two constituted the unique firm of husband and wife, 
attorneys at law. Though the practice of the profession has been left 
mainly to the husband, the intelligent interest of Mrs. Kellogg has 
quickened his powers, aiding him in a constantly-broadening field of 
activity. By this marriage, two sons and a daughter have been added 
to the family. Mr. Kellogg was elected a Representative in the Legis- 
lature in 1876, and on the expiration of his term, was immediately 
elected Probate Judge for Lyon county, serving three successive terms. 
He was elected State Senator before the last term expired. 

In the later history of the Normal School, the institution has been 



Sketches of faculty. 39 



quite as deeply indebted to Mr. Kellogg as in earlier times, since it was 
largely through his influence in the Senate that the Legislature added 
the salt lands to the endowment fund, and made the appropriation for 
the much-needed wing recently erected. The position in the Legis- 
lature was a step to one of the highest within the gift of the State — 
that of Attorney General, to which Mr. Kellogg was chosen in the fall 
election of 1888. Mrs. Kellogg has been appointed Assistant Attorney 
General. 

In the life of the second president of the Normal School we see a 
long career devoted to educational labor. Geo. W. Hoss, LL. D., was 
born in Brown county, Ohio, on a farm. He was educated in Asbury 
(now DePauw) University. In 1852, he was made professor of mathe- 
matics in the Indiana Female College, and three years later became 
president of the same institution. Later, he accepted the chair of 
mathematics in the Northwestern Christian University, of Indianapolis, 
and in 1864 was elected State Superintendent of Public Instruction in 
the State of Indiana, holding the position for two terms. Retiring 
from the superintendency, Prof. Hoss took charge of the department 
of English literature in the Indiana State University, leaving this po- 
sition to accept the presidency of the Kansas State Normal School in 
1871. 

In spite of the opposition encountered by the School in those early 
days, his administration was marked by a steady growth of the insti- 
tution. Perhaps the most subtantial evidence of this was the handsome 
brick structure erected during the period of his presidency. His in- 
fluence upon young people was most salutary, and Dr. Hoss and his 
estimable wife were great favorites in the church circles of the com- 
munity. 

Dr. Hoss has also extended experience in journalism, having been 
editor and proprietor of the Indiana School Journal for a term of nine 
years, and having had charge of the Kansas Educationist from 1880 till 
1884. Under his management, the tone of the paper was elevated and 
the circulation extended. In 1880, Dr. Hoss was appointed instructor 
in elocution and lecturer on oratory in the Kansas State Normal, in 
which position he served for some time. 

On retiring from editorial work, Dr. Hoss accepted the chair of Eng- 
lish literature and oratory in Baker University, Kansas, a department 
for which he is eminently fitted by his tastes and attainments. A lover 
of the beautiful, he has been a life student of the science and art of 
expression, and zealously strives to lead his pupils to excel in the noble 
field of oratory. 

Db. C. R. Pomeboy, the subject of this sketch, connected his history 
with the Kansas State Normal by accepting the presidency of this in- 
stitution in 1874. He entered upon the work with superior qualifica- 
tions, as evidenced by his earlier history and years of successful labor 
in the educational field. He was graduated from Wesleyan University, 



40 HIS TOBY OF THE STATE NOBMAL SCHOOL. 



Middletown, Conn., first third of class, A. B. 1853, A. M. 1856; and from 
Simpson Centenary College, D. D. 1874. He was a student of theology 
at Union Theological Seminary in 1853-54; was teacher of Greek for 
a time in Ft. Edward Collegiate Institute; held a principalship in 
different schools from 1856 to 1860; was ordained in 1868, and became 
pastor at Batavia, N. Y., the following year; was president of the Kan- 
sas State Normal School six years. He was an able instructor, an 
excellent disciplinarian, and a leader who felt his responsibility in 
moulding the character, as well as the intellect of the youth in his 
charge, and many a student gratefully remembers his starting toward 
the better part of life as due to Pres. Pomeroy's strong moral influence. 
He was keenly alive to the fact that many teachers undermine their 
health (making inefficient teachers) from lack of out-door exercise; 
and in this, as in all else, he "practiced what he preached," and could 
often be seen riding horseback, or out in the early morning chopping 
his own firewood. His estimable wife, Mrs. Pomeroy, took charge of the 
languages in 1875. She was a kind and sympathetic friend, as well as 
an able and enthusiastic instructor, and her many noble qualities greatly 
endeared her to her pupils. The work of President Pomeroy's graduates 
and students who went out to teach clearly demonstrates th« wisdom of 
his favorite quotation in school work, that "Anything that is worth 
doing at all is worth doing well." 

President Pomeroy and his wife were staunch friends of the Normal; 
and when the students met in the old boarding-hall after the fire, under 
the discouraging prospect of a removal of the School from this place, it 
was their leader who began, "Hold the fort, for I am coming," joined 
by the students' earnest voices; and it was not until the darkest hours 
were passed, the School reestablished, and a new building was being 
erected, that President Pomeroy resigned in 1880 to accept the presi- 
dency of Callanan College, Des Moines, Iowa, remaining there until 1888, 
when he resigned and moved to Vashon Island, Washington Territory. 
He is now presiding elder of that district. 

R. B. Welch, M. A., now State's attorney for Shawnee county, Kansas, 
was educated in Illinois Wesleyan University, at Bloomington. Previous 
to coming to Kansas he was engaged in educational work in Abingdon, 
in Washington, and in Pontiac, Illinois. Prof. Welch was president of 
the Kansas State Normal from August, 1879, till June, 1882. Under 
his vigorous management the increase in attendance was quite marked, 
and an era of prosperity for the School began to dawn. Prof. Welch 
was kind and genial, was beloved by his pupils, and was popular 
throughout the State as an educator. It was therefore a source of deep 
regret when the announcement came that he was soon to abandon his 
profession for the law. He is a deep thinker, a ready speaker, and a 
natural born leader. Few men are better able to present a philosoph- 
ical subject in an entertaining and instructive manner to a popular 
audience. However, Mr. Welch is not entirely lost to his old profession, 
since he evinces an abiding interest in education and in the welfare of 



Sketches of Faculty. 41 



our State Normal School. Aside from performing his legal duties, Mr. 
Welch is now president of the board of education of the city of Topeka. 
He married Miss Maggie Hamand, of McLean county, 111., July 31, 
1870. She is a woman of noble heart, and has been to him a helpmeet 
in the highest sense of that word. To her sympathy and faithfulness 
he freely ascribes whatever of success may have come in life's battle. 
Pour bright children — Charles, Lena Bell, William, and Kate — grace 
their home. 

It is an interesting coincidence that the present president of the 
State Normal School of Kansas was not only a pupil of the first presi- 
dent of the same institution, but was a member of the class reciting at 
ihe moment Prof. Kellogg was called from his pupils in the model de- 
partment of the Illinois Normal University to be interviewed by the 
regent from Kansas. 

Albeet R. Taylor, Ph.D., is a native of Putnam county, Illinois. 
Like many of America's own true sons, he was born in a log-cabin, and 
like many whom our country loves to honor, his earliest occupation 
was farming. Later he became a machinist, continuing in this work, 
except one year, until entering college. This one year was spent in 
merchandising, and perhaps no year of his education was more valu- 
able to the future teacher of psychology and management than this, 
which afforded so fine an opportunity to the keen observer for the 
study of men. 

After leaving the Normal University, he was for a time a student in 
Knox College, and later in Lincoln University, where he graduated with 
the class of '72. Mr. Taylor had planned to study law upon the com- 
pletion of his course at Lincoln, but was immediately offered a tutor- 
ship in the University, which he accepted. Teaching proved a delight, 
and before the year closed a full professorship was offered him. This 
was the chair of natural sciences, which Prof. Taylor filled until his 
election to the presidency of the Kansas State Normal School in 1882. 
Upon his accepting the new position, his Alma Mater conferred upon 
him the degree of Doctor of Philosophy. 

In this institution was a wide field for the activities of this organizer 
and lover of didactic art. There was the beginning of a rebound from 
those days of adversity in the history of the Normal School; and the 
incoming president not only availed himself of the elements of power 
developed by his friend and predecessor, President Welch, but also of 
those elements of strength which had characterized each administra- 
tion. The alumni and former students find a hearty welcome to the 
old Normal home; their interests are the School's interests, and the 
School's interests, theirs. Under his management, the growth of the 
institution becomes a source of pride throughout the State. The new 
president at once takes front rank among our educators, being chosen 
president of the State Teachers' Association in his second year in Kan- 
sas. In 1886 the Emporia friends compliment him by a life director- 
ship in the National Educational Association, and he is chosen president 



42 Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 



of the Normal section of the Association for the great Chicago meeting 
in 1887. His educational lectures are in great demand, and the prod- 
ucts of his pen are sought by our leading magazines. 

But while his professional labors have borne noble fruits, there is 
another field of work where the harvest is plenteous, and where possibly 
President Taylor has a richer reward. A thorough Bible student, he 
has been for years a devoted teacher in the Sabbath school, was for 
quite a time a regular commentator on the lessons, contributing to the 
St. Louis Observer, and is now a member of the corps of lecturers for 
the Pertle Springs, Missouri, State Sunday-School Encampment of 
the C. P. Church. 

In October, 1873, Mr. Taylor married Miss Minerva Dent, who is in 
entire sympathy with him in his labors, and who lives in the hearts of 
his friends as his peer. Their home, graced by the presence of the two 
daughters, Jessie and Kittie, sheds a beautiful radiance upon the lives 
of the many young people whose privilege and pleasure it is to enter 
therein. 

S. S. Babcock had charge of the chair of mathematics from 1871 
to 1873. He was a man of fine literary taste, ripe scholarship, a vig- 
orous mathematician, and a brilliant teacher. His connection with 
the institution was during the troubled period of its history, and his 
stay was short. Prof. Babcock returned to Ypsilanti, Mich., in which 
city he had formerly been connected with the faculty of the State Nor- 
mal. Soon after, he changed his profession to that of the law and re- 
moved to the city of Chicago. 

M. A. Bailey, A.M., was born at Middlefield, Ct., January 31, 1856, 
and graduated from Wesleyan University, Middletown, Ct., in 1877. 
In August of the same year he married Miss Ida Shelley, of Durham, 
Ct., a lady much beloved in the Normal circle of acquaintances. Soon 
after, he began teaching in the public schools of Winsted, Ct. Upon 
leaving Winsted, in 1880, he became head master of the high school 
of Keene, N. H., where he remained till elected to the chair of mathe- 
matics in the Kansas State Normal, a position for which he was most 
highly recommended by prominent educators in New England. His 
work here has not only demonstrates the fact that Prof. Bailey is a 
mathematician, but that he is energetic, thorough, clear, incisive 
as a teacher. He is well-known as an institute instructor and con- 
ductor, and is one of the few men who are able to teach "thirteen months 
in the year." 

Miss Maet Bakee was for a time teacher of the model department, 
and was a lady of noble character and fine attainments. She taught 
here during the years of 1870-73, and is now deceased. Her home was 
in Illinois. 

Miss Emilia F. Bbewee, of the department of language and history, 
has now completed her thirtieth year as a teacher. Her teaching in 
Kansas previous to coming to Emporia consisted in some years in 



Sketches of Faculty. 43 



Leavenworth and Paola. She is a graduate of Mt. Holyoke, and im- 
bued with the benevolent spirit of the noble founder of that institu- 
tion. Miss Brewer went to the Dark Continent in 1876 to teach in a 
school established there for the higher education of the young people, 
descendants of a colony of Huguenots, then just established by the 
government of Holland. In 1883 Miss Brewer returned to America, 
spent a " delightful year in study at Wellesley College," then went in 
the service of the Woman's Home Missionary Association to teach 
among the mountain whites of northwestern Alabama, where she has 
since been at work. Her life is thus given to the lowly and the needy, 
doing what she can. Her present address is Grinnell, Iowa. 

Miss Kebeoca C. Buchanan was teacher of drawing, geography and 
penmanship from 1874 to 1880. Leaving here she was for several years 
connected with Callanan College, Des Moines, Iowa, and from there 
went to Boston, Mass. At the time of her resignation, the board of re- 
gents resolved " that during the five years of her stay in the State Nor- 
mal she had exhibited superior qualifications of head and heart for the 
right performance of the duties of her chair." 

P. J. Caemiohael had been superintendent of the city schools of 
Leavenworth and of Emporia for some time previous to his work in 
the Normal. After a term of three years in this institution he went 
to California, but in 1880 was recalled to the superintendency of the 
city schools of Emporia. Leaving here he went to Altoona, Pa., as 
superintendent of the schools. 

Miss Mat L. Cliffobd is now in her second year in the art de- 
partment of this institution. This lady graduated in the State Normal 
School of Maine, and later in the State Normal Art School of Massa- 
chusetts. By several years of studio work under careful criticism, Miss 
Clifford has prepared herself for teaching advanced drawing, oil and 
water-color painting, applied design and modeling, in addition to the 
systematic instruction in methods and execution, which is an important 
part of the course of study in the institution, and of especial advantage 
to teachers. Miss Clifford began teaching in the district schools. Later 
she was a member of the faculty of the State Normal of New Hamp- 
shire, where she instructed in methods, and also had charge of the art 
work in all grades of public schools constituting the training depart- 
ment. Therefore by study and by experience, as well as by her natural 
qualifications, Miss Clifford is admirably fitted for the important chair 
which she fills. Her work, while replete with practical aids to the 
teacher, is marked by a refining influence upon the life and character 
of the young ladies and gentlemen, by whom she is regarded as an ideal 
teacher. 

Miss Kate Clisbee, now Mrs. Perry, living in Berea, Ohio, was teacher 
of music from 1877 to 1879. 



44 Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 

M. R. Cook, C. E., of the department of natural sciences, held the 
position during the year of 1879-80, and had held a similar position in 
the State Normal School of New York before coming west. Modest and 
retiring, he was little known save to the few intimate friends among 
his co-workers, who say that he was a man of royal parts. He met his 
death on the 23d of April, 1888, by falling seventy feet in a mining 
shaft, at Galena, Kansas. 

Rev. W. E. Copeland was for one year teacher of Latin, geology, and 
book-keeping. He was not regularly employed as a member of the 
faculty, but rendered very valuable assistance in the teaching force 
during the year of 1873-74. 

Miss Susan E. Cbichton was educated in Parkersburg, West Vir- 
ginia, in which State she was born. Miss Crichton possesses rare nat- 
ural qualifications for teaching, being vivacious, apt, and filled with 
that pride of profession which gave such inspiration to the pupil- 
teachers under her training, and made her so delightful with the little 
people. For nearly seven years she was the efficient teacher in charge 
of the model intermediate department. In March, 1887, Miss Crichton 
resigned her position and married Mr. Lou Hoxie. She is now a resi- 
dent of Lawrence, Kansas. 

Miss Minnie E. Cuetiss came into this institution with the opening 
of the present year, September 3, 1888, a young lady of fine ability and 
high culture, having graduated at Onondaga Seminary and at Syracuse 
University, and having traveled extensively in Europe. Upon gradua- 
tion, the University conferred on her the degree of B. Ph., and three 
years later that of M. Ph. This lady had won a reputation as teacher 
in Carmel, N. Y., and in Adams, Mass., which made her a desirable ac- 
quisition to the faculty of the Kansas State Normal. Miss Curtiss has 
charge of the department of U. S. history, and is assistant in the train- 
ing department. She is everywhere efficient and faithful, inspiring her 
pupils with high aims and earnest effort. 

Buel T. Davis was principal of the training department from 1879 
till 1884. He graduated in this institution, in the class of '76, and im- 
mediately accepted a position as superintendent of the schools of Che- 
topa, Kansas, for the ensuing year. The following summer he was 
elected to the superintendency of the city schools of Emporia, retain- 
ing this position until he took charge of the training department. 
The department, under his direction, soon became an important factor 
in the School. It was largely under his own personal responsibility 
that the kindergarten was introduced, and much that is still valu- 
able in the model school is due to his ability and energy. He quickly 
systematized the work in physical training, and succeeded in awaking 
great enthusiasm for physical culture. He is possessed of good execu- 
tive ability, is familiar with all grades of public-school work, and his 
social qualities make him friends in every circle in which he moves. 



Sketches of faculty. 45 



Prof. Davis was married in 1883 to Miss Waite, of Seneca, Kansas, a 
lady highly esteemed for her womanly traits of character. Resigning 
in 1884, Prof. Davis devoted himself for a time to editorial work. Find- 
ing this less to his tastes than teaching, he accepted the superintendency 
of the Chetopa schools for a short time; then went to Anthony, Kansas, 
as superintendent of the city schools. He has been elected superin- 
tendent of the Atchison schools for the ensuing year. 

Mks. S. C. Delap was assistant in the model school for 1875-6, and 
had charge of reading and elocution for 1877 and 1879. She is a grad- 
uate of the National School of Elocution and Oratory, of Philadelphia; 
is a woman of untiring energy and a fine teacher, with marked devo- 
tion to her profession. In 1880, Mrs. Delap removed with her husband 
to Trinidad, Colorado. Several bright young faces now grace their 
home, and Mrs. Delap devotes her attention to the cares of home, re- 
taining an active interest in social and public affairs. 

S. C. Delap, B.S., hfid charge of the department of natural science 
in 1875 and 1876, and also from 1877 to 1879. He taught in one of the 
Pennsylvania State normal schools in 1876-77. He is a graduate of 
the Millersville State Normal School of Pennsylvania, where he also 
taught for a time after graduation, after which he was connected with 
the faculty of the Indiana State Normal School of Pennsylvania. After 
his resignation in the Kansas State Normal, Prof. Delap took a course 
in the School of Homeopathy, in the University of Iowa, graduating 
March 4, 1880; and very soon after he settled in Trinidad, Col., as a 
physician, and is now enjoying an extensive practice in that city. As 
a teacher, his work in physiology was especially fine, since he had long 
anticipated entering the medical profession. 

R. P. Dilwoeth, of the chair of natural sciences from 1889 to 1873, 
was a graduate of Princeton College, of the class of '64. Perhaps no 
man in the history of the institution is more fully described by the 
word "brilliant" than is Prof. Dilworth. In teaching-power he was 
strong, making alive every subject he touched. Geography was espe- 
cially vivid and interesting as presented by him, and enthusiastic dis- 
ciples say that he alone taught them geography. Mr. Dilworth was for 
a time in the Union army, and before coming west was pastor of a 
church in Union City, Pa. After severing his connection with the 
State Normal School, he resumed his ministerial labors in Pennsyl- 
vania, remaining there for some years, but is now a home missionary 
for the Presbyterian church, with headquarters in Vashon Island, Puget 
Sound. Address, New Tacoma, W. T. 

T. H. Dinsmoee, jr., Ph.D., of the chair of physics and chemistry, was 
graduated at the Highland University, Kansas, in 1876, and was imme- 
diately elected to the chair of physics and elocution in that institution. 
In 1879 the Degree of Master of Arts was conferred upon him, and the 
same year he received and accepted a call to the chair of natural sci- 



46 History of the State Normal School. 

ence in the York College, York, Pa. In 1880 he was elected a member 
of the American Association for the Advancement of Science. The 
year 1883, while connected with York College, he spent in post-graduate 
work in the Johns Hopkins University, Baltimore. The degree of Doc- 
tor of Philosophy was conferred upon him in 1884. In 1885 he resigned 
his life professorship in York College to accept a call to the chair of 
physics and chemistry in the Kansas State Normal School. In 1888 he 
was elected president of the Kansas Academy of Science. In addition 
to his educational work he makes a specialty of popular scientific lect- 
ures. The wide recognition of the ability and scholarship of Prof. 
Dinsmore presents a handsome testimonial of his fitness for the de- 
partment of physics, chemistry and physiology. He is actively en- 
gaged in all forms of church work, and his uniform courtesy makes 
him a great favorite in society, as well as in the immediate circle of 
students. 

George Fowler, A.B., had charge of the department of mathematics 
from 1879 till June of 1885. He was graduated at Amherst College, 
and had taught in Saratoga, N. Y., and also in Poughkeepsie. The law 
had been the chosen profession of Mr. Fowler, and after six years in 
the State Normal he resigned, and soon after became a member of the 
legal firm of Gillett, Fowler & Sadler. He continued in this firm until 
1888, when he removed to Seattle, W. T., where he now resides and works 
in the interests of the Central Loan and Mortgage Company. Prof. 
Fowler is scholarly, a man of exquisite taste, a fine literary critic, and 
was a lover of the work in his department. He was deservedly beloved 
as a teacher. 

Miss Irene Gilbert, the successor of Miss Smith in the model de- 
partment, was educated in the Fredonia Academy, in Fredonia, N. Y. 
In this city she was also engaged in teaching for a time, after which 
she taught in the schools of Winona, Minn., until accepting the posi- 
tion in the State Normal School here. Miss Gilbert was conscientious 
and faithful, and her work was regarded as truly model teaching. Like 
many other excellent instructors in this unsettled period of the history 
of the Normal, it was a matter of deep regret that her stay was so brief. 
Miss Gilbert has been teaching the entire time since leaving here, and 
has for a number of years had charge of a primary department in the 
Kansas City schools. 

The second lady employed in this institution was Mrs. J. H. Gorham, 
as preceptress and teacher of mathematics. On entering upon her 
duties here, Mrs. Gorham was given temporary charge of the model 
department, when it opened, in 1867. Having been a student in the 
Illinois State Normal University, after a period of teaching in Rock- 
ford, 111., Mrs. Gorham came to the Kansas State Normal School in 
1867, remaining here until 1871. Not only was she in charge of math- 
ematics, but reading, history and botany as well, for in those days we 
scarcely heard of departments in the School. Mrs. Gorham was a rigid 



Sketches of faculty. 47 

disciplinarian, and a very thorough teacher — a true disciple of normal 
methods. Soon after leaving Kansas, Mrs. Gorham was married to G. 
S. Robinson, a lawyer, now a Justice of the Supreme Court of Iowa. 
Together with the care of four children and general housekeeping 
duties, Mrs. Robinson finds time to superintend a Sabbath school, lead 
a Chautauqua class and a ladies' literary club, and also performs the 
duties of member of the school board in Storm Lake, Iowa, her present 
home. Thus she keeps fully abreast of the times, her old love of edu- 
cation and progress fanned to a brighter flame by the demands of the 
home circle. 

Pkof. P. Hakeis, of the department of natural sciences, taught in 
this institution during the year 1876-7. After his resignation, he went 
to Mendota, 111., and on November 29, 1877, married Miss Peebles, the 
teacher of music for that year. Mr. Harris was for some years en- 
gaged in civil engineering at St. Charles, Mo., and at Kansas City, re- 
moving to the latter place in '84. When last heard from they resided 
in Colorado. 

Joseph H. Hill, A.M., of the department of Latin, was a resident 
of Emporia in his boyhood; was a pupil in the city schools, then in the 
State Normal, graduating in this institution in 1876. His first experi- 
ence in teaching was in the public schools of Oswego, Kansas, which was 
followed by teaching in the Americus, and later the Emporia public 
schools; spent several summers in institute work. Mr. Hill then de- 
cided to take a course in theology, and accordingly entered the North- 
western University, at Evanston, 111., graduating there in 1887. In 1886* 
he entered the Rock River conference of the M. E. Church, served two 
years in the pastorate at Maywood, 111., and is now a member of the 
South Kansas conference. In 1887, he was offered and accepted the 
chair of Latin, a department newly created in his first Alma Mater. He 
is peculiarly well adapted to this work, and his thorough study of sacred 
truth gives him a power which makes his influence as a teacher invalu- 
able. 

Miss Lulu H. Holmes, our own rare Lulu, came to us at the age 
of sixteen, completed the three -years course two years later, and was 
elected tutor with the privilege of continuing her studies. Upon the 
completion of the higher course, she was elected to a position in the 
faculty, and there, in the short few months, she made herself as dear 
to her pupils as she had been to her teachers and friends. Her genius 
as a student shone even more brilliant as a teacher, inspiring her pupils 
to the activity of their highest powers. And beautiful indeed was her 
womanhood, embodying that pure faith which made more radiant the 
lives of all who knew her. In her short score of years she lived a life 
as fully rounded as many of ours may be in the three score and ten. 
She was called to her reward June 5, 1885. She sleeps in the Maple- 
wood cemetery, near this city, and loving friends strew her grave with 
the choicest flowers of every season. 



48 HIS TOBY OF THE STATE NORMAL SCHOOL. 



It was during the administration of President Welch that Miss 
Lillian F. Hoxie, of Fort Scott, was secured for the department of 
geography, penmanship, and drawing. She had taught in the public 
schools of Michigan, and in Bourbon county, this State, and in the city 
schools of Fort Scott. Her work there, together with institute instruc- 
tion and class exercises before teachers' associations, had won for her 
a State reputation. Miss Hoxie received her education in Michigan 
University. She is a woman of brilliant intellect, wonderful energy, 
and marked enthusiasm. This, with a ready fund of knowledge, rare 
powers of expression, and a thorough love of teaching, make her un- 
usually popular in her profession. In 1886, Miss Hoxie was married to 
W. S. Picken, now one of the rising educators of our State; in 1887, she 
resigned her professorship, having held the position since '81. She re- 
tains her love of teaching, still responding to numerous requests for 
institute work, and at present teaches one of the primary grades in 
Eureka, Kansas, her husband being superintendent of the schools. 

T. G. Jones, a teacher of fine ability, instructed in music during 
the years of 1872, '73, and '74. He was a composer of some note, 
and a fine musical critic. His general scholarship was superior, and 
later his love of theology led him into the ministry. He accepted a call 
in the East, and has been engaged in preaching since leaving here, with 
intervals of rest spent at his farm near Key West, Coffey county, Kan. 

Miss Mabtha Jot taught reading and elocution from '76 to '79. Her 
work was valued highly by the regents, who express "great regret that 
she saw fit to sever her relations with the State Normal School." She 
was a faithful and a progressive teacher. Soon after leaving here, Miss 
Joy became Mrs. Robt. Dolsen, of Bay City, Michigan, where she re- 
sided until the time of her sad death in 1888. 

The chair of natural history was established in 1885, and Prof. Doe- 
man S. Kelly, of Indiana, was elected to take charge of the new de- 
partment. Mr. Kelly received his early education in a private seminary, 
and later in the State Normal School of Indiana. His career in teach- 
ing was a valuable preparation for a teacher in a normal school. He 
first taught in the district schools of Owen county, Ind., attending school 
between-times; and then as principal in the graded schools of his home 
village, Patricksburg, Ind. From here he was called to the principal- 
ship of one of the ward schools of Evansville, and at the close of the 
first year, 1877, was made assistant superintendent, retaining this posi- 
tion for five years, when he accepted the superintendency of the Jeffer- 
sonville schools, retaining this till coming to Kansas. Prof. Kelly has 
spent his summers in travel and study. The summer of 1886 he passed 
at Harvard, taking special work, and he has devoted much time to the 
collection of specimens. His great energy and perseverance have en- 
abled him to build a fine foundation in the department of natural his- 
tory, while his genial and kindly manner wins for him a wide circle of 



Sketches of Faculty. 49 



friends. Prof. Kelly was married in November, 1888, to Mrs. Louise 
Fox, formerly librarian of this institution. 

Miss Emilie Kuhlmann received her education in her native country, 
in the city of Bremen, Germany. For the purpose of perfecting her 
knowledge of the life and the language of the French, she accepted a 
position as teacher in France, where she remained eight years. Her 
interests were soon enlisted in America, and also in Kansas and its 
future. Her practical knowledge of kindergarten and primary methods 
made her a desirable woman for the primary department of a normal 
school, and in April, 1882, she was employed to establish a kindergarten 
here as an experiment, for the remainder of the year. The experiment 
proved so prolific of practical results, that the contract was renewed 
for the succeeding year. The department has been exceedingly popu- 
lar, attracting many pupils from other States for special study in pri- 
mary methods. Its great success is the best testimonial of the energy 
and effort of this guardian of the little ones, who is effecting a more 
intelligent activity in our primary schools. She also instructs in 
French and German, in special classes from the normal department. 
Miss Kuhlmann is now an American citizen, having been naturalized 
in 1886. She is ingenious in method, and readily adapts herself to our 
customs; is devoted to our institutions, and has a decided preference 
for the English language. With her native German strength are com- 
bined that gentleness and purity which are as essential to true woman- 
hood as to the successful teacher. 

Mbs. J. D. Lee had charge of the department of music during the 
year of 1874-75. In addition to her department work, she also taught 
drawing and penmanship. Mrs. Lee, formerly Miss Steele, was edu- 
cated in Mt. Holyoke Seminary, in Massachusetts, and had taught, 
before coming here, in Northfield, Minn. She was a fine musician and 
a faithful teacher, and during her short stay accomplished much of 
value for her department. After leaving Emporia, she taught for six 
years in the primary department of the Kansas City public schools 
and is now a resident of Chicago, 111. 

Mes. A. P. Moese, after the death of her husband, the Rev. G. C. 
Morse, became a teacher in the public schools of Emporia, and later 
was employed in the Normal School as preceptress and teacher of 
literature, rhetoric, and history. Mrs. Morse as Miss Abby P. Barber 
had received her education principally at Wheaton Seminary, Norton, 
Mass. She was especially fond of those subjects of which she had 
charge, and was an enthusiastic and inspiring teacher. But as guardian 
of the young ladies whose interests Mrs. Morse had so thoroughly at 
heart, her services were even more valuable to the institution. Her 
resignation, in 1876, was therefore deeply regretted by the friends of 
the School. After this she was principal of the high school of Em- 
poria, but in 1882 retired from teaching. Since then she has had a 
most active part in church and missionary work, in literary clubs, and 



50 HISTORY OF THE STATE NORMAL SCHOOL. 



in the Chautauqua circle. She is now a member of the board of edu- 
cation in the city of Emporia, and is always a warm advocate of the 
cause of education. 

Prof. A. C. Moss, of the department of music, from January, '85, 
till June, '88, had formerly been principal of a graded school in Penn- 
sylvania, and later devoted his time entirely to the management of 
operas, choruses, and concerts, in each of which he had marked success. 
He also won quite a reputation as composer of the operetta, and music 
for the piano. Prof. Moss's skill as a chorus leader was manifest in 
the successful chorus work of the public entertainments given by this 
institution during the time he was connected with it. He is a genial 
gentleman, and was always the life of the Normal social circles during 
his stay. On tendering his resignation, Prof. Moss accepted a position 
in the passenger department of the A. T. & S. F. R. R., at Kansas City, 
Mo., which position he now fills. 

Miss Ella Muedook was an Emporia girl, and received her educa- 
tion in the State Normal, graduating in the class of '76. She had charge 
of the model department during the year of 1876-7, and later taught 
in the city schools of Emporia. Ill-health compelled her resignation, 
and after a time she accepted a position as clerk in the Emporia post 
office, retaining this position until her marriage to Mr. Pemberton, of 
Leavenworth. For some years Mr. and Mrs. Pemberton resided in that 
city, but about four years ago came to make their home in Emporia, 
where they now reside. 

Henbt B. Noeton. — 

"Therefore I cannot think thee wholly gone — 
The better part of thee is with us still." 

A man of rare attainments and rarer spirit, a true teacher in the 
broadest sense — inspiring, informing, helpful — his name has an im- 
perishable place in the history of the Kansas State Normal School. It 
was a fortunate circumstance that brought such a man in contact with 
the opening life of the institution. In the development of early edu- 
cational thought in Kansas, in casting the mold of her fast-growing 
new institutions, though other men may have wrought less unobtru- 
sively, no man rendered more valuable service than he. His life and 
character he wrought into other lives, and the work that he did lives 
still in those whom he taught. 

Henry Brace Norton was born in Gaines, Orleans county, N. Y., Feb. 
22, 1836. At the age of 10 he removed with his father to Wisconsin, 
and two years later to Ogle county, 111. Naturally a student, earnest, 
thoughtful and aspiring, we find him receiving academic training, first 
at a classical school in Rockford, later at Beloit College, Wisconsin. 
In 1858 he entered the Illinois Normal University, where his extended 
and accurate knowledge, which won for him the title of "The Sage," 
his rare personal qualities, and his unusual literary gifts, made his 
record as a student a memorable one. He graduated in 1861 with high 




PROF. H. B. NORTON. 



Sketches of Faculty. 51 



honors; spent one year in the institution as principal of the model 
school; taught one year at Warsaw, 111.; edited the Bloomington Panta- 
grajih for one year. Failing in health he returned to his father's home 
in Ogle county, and was soon afterward elected superintendent of 
schools for that county. From this position he received the call to 
Kansas, which brought him into association as vice-principal with the 
then just established Normal School, and had so important a bearing 
upon his life and the life of the institution. In 1864 Mr. Norton was 
married to Miss Marian Goodrich, who exchanged the relations of fel- 
low-student and fellow-teacher for the more intimate life-companion*- 
ship. 

With his entrance upon the Normal School work in Kansas, Mr. 
Norton's life-work may be said to have truly begun. With qualities 
admirably supplementing those of the energetic and enthusiastic prin- 
cipal, Mr. Kellogg, he threw his whole soul into the work, and soon 
made for himself in the new community a place peculiarly his own. 
His winning, because loving', personality, his versatility, the many- 
sidedness of his interest in nature, in books, and in men, his poetic 
gift, his rare vivifying power as a teacher, gave his tireless spirit abun- 
dant entrance into fields of opportunity. His work in the Normal 
School, in teachers' institutes, and as one of the editors of the Kansas 
Educational Journal, brought him closely in contact with the teachers 
of the State, and in 1868 they gave expression unanimously in the State 
Association to their wish that he might be State Superintendent. He 
at last, however, declined to be a candidate for the position, but re- 
mained connected with the Normal School during five busy years — 
busy indeed, for he was poet, journalist, lecturer, a frequent contributor 
to literary periodicals, a religious thinker and teacher, for during that 
period he became a licensed minister of the Congregational Church. 
These years of active labor brought physical and intellectual depres- 
sion. Resigning his position in the Normal School, in 1870, he became 
one of the founders of the town of Arkansas City, and sought renewal 
of health in the activities of frontier life. He spent much time among 
the Indians in the Territory, making a special study of their habits of 
life, and establishing a strong influence over them. In 1873 he re- 
turned to Emporia to resume his old work in the Normal School, re- 
maining as professor of natural sciences until 1875. During that time 
he also served as pastor of the Congregational church. 

His ten years of Kansas life were followed by ten equally busy and 
growing years in California, as teacher in the San Jose State Normal 
School — years doubtless of broader opportunity, for with his spirit of 
unresting energy he himself could not but broaden with the years. 
There he found fitting scope for his life's great capacities. Of the 
magnitude of his work on the Pacific Coast, and its felt effects in all 
educational circles, it is impossible here to speak in adequate terms. 

June 22, 1885, he died, universally beloved and mourned, having give*- 
to his generation a remarkable and inspiring example of pure and 



52 HIS TOBY OF THE STATE NOBMAL SCHOOL. 



helpful manhood. He sleeps in his own "Skyland" on the slope of the 
Santa Cruz Mountains. 

Miss Effie Paktoh, a graduate of this institution, was assistant 
teacher in the model department, in the year 1875-76. Soon after 
leaving here she married a Rev. Mr. Campbell, and was for a time in 
Burr Oak, Cal. Her husband is now pastor of the M. E. church in 
Seattle, W. T. 

George Barlow Penny was born at Haverstraw, N. Y., June 30, 1861; 
prepared for college with Prof. Lavalette Wilson, A. B., principal of 
the Mountain Institute, Haverstraw, and at the Centenary Collegiate 
Institute, Hackettstown, N. J.; graduated at the Cornell University, in 
the class of '85. While at college he was organist at the Sage chapel, and 
conducted the glee clubs and other musical organizations. His musical 
education began at nine years of age and was carried on before and dur- 
ing his preparation for college, principally in New York City. After 
graduation, he accepted the directorship of music at Girton House Sem- 
inary for young ladies, at Halifax, Nova Scotia, and the following year, 
1886-87, a similar position in Dalhousie College, in the same place. He 
returned to New York City in 1887, and became one of the staff of 
teachers of the Metropolitan Conservatory of Music, devoting himself 
principally to lecturing. At the same time he had charge of the music 
department at two young ladies' institutes, near the city. While there, 
he accepted the position of director of music at the Kansas State 
Normal School. Here the perfect understanding of theory and tech- 
nique, inspired by a soul full of harmonies, soon won for him an enviable 
reputation among all lovers of the art of music, as well as the most 
enthusiastic praise of his pupils. 

At the close of his first year at Halifax, he went abroad to study the 
methods of teaching at the principal conservatories and schools of 
music in England and Germany. While in London, he fell a victim to 
the charms of an English girl, Miss Jessie Smith, to whom he was mar- 
ried August 25, 1887. This union terminated early in the sad death of 
Mrs. Penny with typhoid fever, April 8, 1889. An only child survives 
to comfort the sudden affliction of the father. 

Mes. A. M. Philbriok was educated in a seminary in Albany, N. Y., 
and for some time taught in Blackburn University, Carlinville, 111. 
Her work in the Normal was from 1869-73, in charge of reading and 
elocution. She spent 1876-77 in special study at Vassar, and has trav- 
eled extensively, spending considerable time in France. Mrs. Philbrick 
is a lady of pleasing address and fine womanly traits of character. 
Her home is in Macomb, 111. 

Miss Mary R. Pitman was the first teacher regularly in charge of 
the model department. She was a graduate of the Oswego Normal and 
Training School, and " her teaching was in accordance with the methods 
of that institution." Her stay was short, it being less than one term till 
she resigned and returned to her home in New York. 



Sketches of faculty. 53 

Associated with the name of Miss Watson is that of her classmate, 
Miss Ellen Plumb, between the two having always existed a sort of 
Damon-and-Pythias friendship. Miss Plumb had received her educa- 
tion at Marysville, Ohio, previous to her course in the Kansas Normal 
School. Immediately after graduation here, she accepted a position 
in the public schools of Leavenworth, and was called from there to the 
charge of the model department in this institution. Her work was 
characterized by great earnestness and faithfulness, she having a keen 
appreciation of the dignity of teaching. However, after two years 
here, Miss Plumb was attracted from her profession to a business life. 
She then purchased a small book-store, which under her management 
has become one of the leading houses in its line in the State, placing 
her among the successful business women of Kansas. 

Miss Viola V. Pkice was graduated from Mt. Union College, Ohio, 
from which institution she later received the degree of M. Ph. In the 
summer of 1887, Miss Price took the course at Martha's Vineyard, mak- 
ing a specialty of the study of poetry and literature. She had experience 
in the public schools of Ohio and Kansas previous to her connection 
with the State Normal. In this institution, she has charge of the de- 
partment of English grammar and rhetoric, where she is an enthusiastic 
and painstaking teacher. Miss Price has had a wide experience as in- 
stitute instructor in this State. She takes a prominent part in the State 
Academy of Language and Literature, of which organization she is now 
acting president. She is zealous in the study of literature, and is an 
easy writer. She is popular as a Sabbath-school teacher, having taught 
a large class during the entire eight years of her connection with the 
Normal. 

J. T. Rees, of the department of music in 1882-83, was a graduate 
of Aberystwyth College, in Wales, and later of the Tonic Sol-Fa College, 
London, from which he received the degree of B.A. After one year's 
teaching in the Normal, he left for Wales, and it was confidently hoped 
that Mr. Rees would return to take charge of the musical department 
after his visit home, but although devoted to his work in the West, his 
family prevailed upon him to remain in Wales. His advance in his 
profession has been marked and rapid. He has won an enviable dis- 
tinction as a composer, among other laurels having gained a prize 
for violin composition, being one of twenty-five contestants, among the 
prominent composers of London. He instructs on the violin and piano 
in Aberystwyth. His present address is Mus-Bach Bronceiro, Bow street, 
R. S.O., Cardiganshire, Wales. 

From June, 1880, till June, 1885, the chair of natural science was 
filled by Prof. H. E. Sadleb, whose education had prepared him for 
the legal profession, but whose love of young people held him for many 
years as a devotee of the art of pedagogy. Yet Mr. Sadler's training 
fitted him equally well for the profession of the teacher, he having 
spent three years as student in the Brockport, N. Y., State Normal, the 



54 HIS TOBY OF THE STATE NOBMAL SCHOOL. 



school being then presided over by Dr. McVicar, later superintendent 
at Leavenworth, Kansas, and Prof. Williams, until recently dean of the 
chair of pedagogy in the University of Kansas. But perhaps it was 
from the preceptor and instructor in Latin that he caught his inspira- 
tion for teaching — this was Dr. Wm. J. Milne, now of Genesee, N. Y., 
State Normal. Mr. Sadler prepared for college at the Phillips Academy, 
Andover, after which he took the Yale classical course, completing it 
in 1873 with the degree of A.B., and received the degree of LL. B., in 
1874 at Union University. Previous to coming West he had taught in 
the Albany Boys' Academy. While in the Kansas State Normal, Prof. 
Sadler not only had charge of the natural sciences, but for several years 
taught elocution as well. For this he was especially fitted by training 
under such teachers as Prof. Mark Bailey and John W. Churchill. In 
this department, as in the sciences, Prof. Sadler's teaching was charac- 
terized by the same fullness of knowledge which made his class-room a 
delight to his pupils. In 1885 Prof. Sadler was led by superior finan- 
cial inducements to begin practice in the law, and resigning his pro- 
fessorship he formed a copartnership in Emporia with the Hon. 
Almerin Gillett and Prof. Geo. Fowler. The firm is now one of the 
prominent legal firms of the State. Prof. Sadler was married in 1875 
to Miss Mary Coley, a lady whose marked vivacity and kindly heart win 
for her a host of friends. The delightful social qualities of Mr. and 
Mrs. Sadler make their home a pleasant resort. 

Thyge Sogaed was the musical instructor during the year 1880-81, 
and was also assistant in other branches, resigning in June of 1881 be- 
cause of the meagerness of salary. Mr. Sogard is a native of Den- 
mark, and is naturally interested in the welfare of immigrants from 
his native land. This led to his appointment by his own government 
as manager of Scandinavian immigration, in which business he is now 
engaged, with headquarters at Kansas City, Mo. 

Miss Mabiha P. Spenceb was one of the original eighteen who entered 
the School at its opening, in 1865. She graduated with the class of 
1869, and entered at once upon her chosen profession. She taught at 
Americus, El Dorado, Chetopa, Emporia, Florence, and Topeka. At 
Florence she gave eminent satisfaction as superintendent of the city 
schools. She early devoted herself to the study of elocution, and has 
completed some special lines of work at the National School of Oratory, 
at the Boston College of Oratory, and with Prof. J. B. Roberts, of Phila- 
delphia. She spent part of the summer of 1887 in a careful study of 
physical training, at Harvard. In the spring of 1883, she was elected 
to the chair of elocution in the State Normal School. Her training 
and her familiarity with public-school work admirably fitted her for 
the position. She has ever been in full sympathy with the spirit of 
the School, and has striven to familiarize herself with the most pro- 
gressive methods of teaching reading, and to stand with the front guard 
in developing and popularizing this noble art. She is an ardent Del- 



IS KETCHES OF FACULTY. 55 

sartean, and gives semi-monthly lessons to the senior classes in the 
Delsarte system of expression. In addition to the reading classes, she 
also has charge of the classes in English literature and general history. 
She is at home in all these subjects, though reading is her chief delight. 
Many of her pupils attribute their first appreciation of better literature 
to her kindly offices. 

Miss Spencer has taught nineteen years — years that have marked a 
great epoch in the occupation of the schoolmaster — and has caught 
and assimilated into her own nature much of the buoyant, vigorous 
life of the great army of boys and girls who have filled her class-room. 
She is a shining example of the devoted, the untiring, the inspiring 
Christian teacher. She lives in her work, and it lives in her. No 
teacher ever excelled her in conscientious solicitude for the well-being 
of her pupils. It is a pleasing thought, that in the earnest country 
maid who slipped so modestly into her place on the morning of the 
inauguration of the Normal School should be found the teacher who 
has contributed so much in securing the success that marks its first 
quarter-centennial. 

The training department was for a short time a step toward the rapid 
advance of a lady whose career is somewhat phenomenal. Miss Saeah 
E. Spbague had charge of this department from March, 1874, till June 
of '75. Having graduated from St. Lawrence University, Canton, N. Y., 
and from the New York State Normal School, at Oswego, she had taught 
in Ogdensburg, N. Y., and Grand Rapids, Mich., previous to coming west. 
After leaving Kansas, she was for nine years in charge of city training 
schools for teachers in New England, and for the past five years has 
been State-institute conductor in Minnesota. In 1884, her Alma Mater 
conferred upon her the degree of doctor of philosophy. Since then she 
was honored by appointment to prepare a set of five school-readers for 
the State of Minnesota. Thus has Miss Sprague demonstrated the pos- 
session of rare executive ability, and a marked activity, in holding such 
positions of responsibility and trust. 

In 1873-4, the model school was presided over by Miss Rose M. 
Smith, as principal. She was elected to this position because of special 
preparation for such work, having graduated in the training school for 
teachers, in Oswego, N. Y. Shortly after tendering her resignation in 
this institution, Miss Smith was married to Prof. Harrington, of the 
department of modern languages in Michigan University. In 1876, her 
husband was granted leave of absence for study in Europe, and Mrs. 
Harrington accompanied him, availing herself of this opportunity for 
the study of French and German. Her only child, Raymond, is a boy 
of seven years. 

Miss Lizzie J. Stephenson, the successor of Miss Crichton, was 
educated in Illinois, and after coming to Kansas was for several years 
identified with the educational interests of Woodson county, this State, 
in the district schools, later in the graded schools, and then as county 



56 HIS TOBY OF THE STATE NORMAL SCHOOL. 



superintendent. Her educational experience, therefore, gives her a 
practical knowledge of the needs of teachers in our public schools. 
This experience, together with a most earnest, conscientious, self-sacri- 
ficing spirit, makes her a valuable teacher in the model school. 

The first specialist in music in this institution was Prof. M. J. Stimp- 
son, a pianist and vocalist of local celebrity. His work in the Normal 
was during the year of '69, and consisted in "teaching singing" only. 
Very soon afterward Prof. Stimpson left the city of Emporia, and his 
address is not known to us. 

The first graduating class of the Kansas State Normal School was 
comprised of two ladies whom the School loves to honor, each of whom 
was for a time a teacher in this institution. Of these, Miss Maby J. 
Watson had been a teacher of some experience in Ohio before beginning 
her course here, and both ladies finished our three-years course in one 
year and a half, graduating in '67. Miss Watson was soon after em- 
ployed as teacher of language and history, a position for which she was 
eminently fitted, and continued the work for three years, after which 
she taught in the city schools of Emporia for about twelve years. 

Miss Watson taught the first school in Emporia. She was a great 
favorite with her pupils, owing to the warm interest she manifested in 
their welfare; and by the charm of ripe and beautiful womanhood she 
was no less a favorite in the home and in the community. She married, 
in 1888, Dr. Short, of Trenton, Mo., and is now a resident of that city. 

Miss Floeenoe Wheat, daughter of Judge Wheat of Leavenworth, 
filled the chair of language and history in the year 1880-81. Miss 
Wheat was a lady of fine culture, having graduated from Vassar College 
with high honors. She had therefore lofty ideals of life and of her 
profession. Previous to coming to Emporia she taught in the schools 
of Leavenworth, and afterwards in the Normal School of Winona, 
Minn. Failing health compelled her to retire from the activities of the 
class-room, and for some months she was engaged in giving private 
instruction. Her death occurred in 1883, thus taking from a large circle 
of friends a beautiful and pure devotional life. 

J. N.Wilkinson, of the training department, is a native of Ohio — the 
eldest of a family of twelve children. He was born in the traditional 
log house, and grew up in the vigor of country life. His father was a 
miller until he found it necessary to retire to the farm to find employ- 
ment for his numerous sons' energies. 

Mr. Wilkinson found his early education in the country schools of 
Ohio and the village schools of Illinois. His first experience in teach- 
ing was in the primary department, in Newberg, Illinois, at the age of 
sixteen. From this time on, his student-life was interspersed with in- 
tervals of teaching, until, at the age of twenty-three, he graduated from 
the Normal University of Illinois. The experience in the country was 




JOSEPH H. HILL. 
THOMAS H. DINSMORE, Jr. 
GEORGE B. PENNY. 



DORM AN S. KELLY. 
JASPER N. WILKINSON. 
MIDDLESEX A. BAILEY. 




VIOLA V. PRICE. 
EMILIE KUHLMANN. 
MAY L. CLIFFORD. 



MARTHA P. SPENCER. 
MINNIE E. CURTISS. 
LIZZIE J. STEPHENSON. 



Sketches of faculty. 57 



of the usual vigorous and varied character which tests and strengthens 
the mettle of the young teacher. 

After graduation, he was for five years principal of the Buda, 111., 
schools, and was here married, in 1879, to Miss Nellie B. Reynolds, a lady 
who is greatly endeared to the friends in this institution. He next ac- 
cepted the principalship of the fifth district of the city of Peoria, and 
later, was principal of the high school of Decatur. While here he was 
also a member of the examining committee for State certificates. In 
1884, the training department was offered him by the regents of the 
Kansas State Normal School, and his acceptance furnished one more 
thoroughly-trained teacher from the Normal University of Illinois to 
this teachers' school in Kansas. Prof. Wilkinson had also wide expe- 
rience as institute conductor in Illinois, which has been supplemented 
by similar work in Kansas. In Illinois, he was State editor of the Edu- 
cational Weekly and the New England Journal of Education. 

With the practical knowledge won from this varied experience in the 
educational field, Mr. Wilkinson possesses the natural qualifications of 
great vigor of constitution, marvelous energy and executive ability, to- 
gether with uniform cheerfulness, making him a power in the depart- 
ment which constitutes the vital element of a normal school. He is a 
close student of the best system of physical training, and awakens an 
active interest in this work on the part of his pupils. He is well known 
in national as well as State educational circles, having been annual 
director of the N. E. A. for the State of Kansas, and having conducted 
the Kansas delegation to the N. E. A. at San Francisco, and is now 
president-elect of the Kansas State Teachers' Association for 1889. 

The portraits of the present corps of teachers are herewith given. 



58 His toe y of the State Normal school. 



library. 



Early in the administration of Pres. Kellogg, an effort was made to 
supply the School with books of reference, and soon the list included a 
variety of lines. In March, 1865, Sargent, Wilson <fe Hinkle donated 
over two hundred dollars' worth of books. In 1870, the value of the 
library was estimated at $2,000, though that included all of the text- 
books used by the students; the text-books at that time being furnished 
by the School. In the year 1872-8, five hundred dollars was expended 
for books. Generous donations had been made from time to time, 
which served to increase the value of the library. During the year end- 
ing in June, 1873, donations are noted from Pox & Hadley, Emporia, 
Barnes & Burr, New York, Senator Caldwell, and Hon. W. H. Smallwood. 
Some valuable additions were made during the next few years, and 
though, aside from the text-books, the number was not large for such 
a school, the books were well adapted to its needs. All went with the 
fire. Before the close of the following year, however, 350 books had 
been collected for a new library. Senator Plumb increased the number 
by a donation of 200 volumes. In '80, '81 and '82, over $500, all told, 
was expended for books. On August 10,1880, "through the efforts 
of the faculty, and especially of Prof. B. T. Davis," and the payment 
of liens and debts amounting to $153.75, the School secured the right 
and title to some 785 volumes from the Athenaaum Library Association 
of the city of Emporia. The list included 461 books belonging to the 
old Emporia Library Association. " This transfer was made by and with 
the consent of the life members of the Library Association, who accepted 
free tickets in return." On demand being made for them by the old 
stockholders, however, the regents ordered them turned over to the new 
city library association, February 12, 1884. This transfer left, perhaps, 
1,200 volumes in the library. About this time, the Legislature began to 
make more liberal appropriations for the library, and since '86 has been 
giving $500 per year for books, besides several hundred dollars for cases, 
and other furniture. The total number of volumes now exceeds five 
thousand. It includes a most liberal line of cyclopaedias, lexicons, 
gazetteers, and educational reports; works on the theory, the art, and 
the history of education; and standard works on history, literature, 
science, philosophy, etc. Nearly all of the representative magazines 
and periodicals are taken regularly. 

The library was located in a small room north of No. 37, now the cor- 
ridor opening into the west wing, from '80 to the fall of '83, when the 
new cases were put in and No. 37 converted into a reading-room.' These 
two rooms accommodated the library until the spring of 1888, when it 



Library. 59 



was removed to the three beautiful and well-lighted rooms which it now 
occupies, in the new wing. In 1881-2, the card system of classification 
was introduced, under the supervision of Prof. Sadler, and is proving 
very satisfactory. The librarians have usually been students, acting 
under the direction of some member of the faculty. I. T. Way was 
librarian for '74, Florence Axtell for '81, Emma K. Davis for '82, Will. 
Bolton for '83, Lulu Holmes for '84, Margaret Mack for '85 and '86, Mary 
L. Berkey for '87, Mrs. Louise Fox for '88, and Hettie Wilbur for '89. 
The demands upon the librarian have now become so great, that the 
regents have given the work to one of the regular assistants in the 
model school. Miss Mary A. Whitney, assistant teacher in the grammar 
department, has recently been appointed librarian. 



60 Hi STOUT OF THE STATE NORMAL SCHOOL. 



feriodieals. 



The press of the State has ever been ready to lend a hand in the de- 
velopment of a healthy educational sentiment, and the higher institu- 
tions of learning have seldom been in want of a generous support from 
the editorial fraternity. For this reason, an organ to represent the 
profession was not established until January, 1864. It was called the 
Kansas Educational Journal, and was published for some years under 
the auspices of the State Teachers' Association. In May, 1867, Princi- 
pal Kellogg and Prof. Norton became the editors. This made it in 
some measure the official organ of the State Normal School. The Legis- 
lature was friendly to the enterprise, and authorized the State Super- 
intendent "to send to each district clerk in every county of the State one 
volume for the amount of one dollar, which amount shall be deducted 
from the counties in the apportionment of the State school money." 
"Nearly a thousand dollars was paid to the support of the Journal 
under the statute," for 1867. A glance at its contents shows that its 
editors were full of the spirit and vigorous expounders of a better 
education. In their first number are some valuable papers on the ques- 
tion of the consolidation of the three State institutions, which was 
being agitated at that time. Dr. Wickersham takes very positive 
grounds against the consolidation of the State Agricultural College 
and the State Normal School. Dr. E. E. White says, that "in my judg- 
ment, the proposed consolidation will lessen the professional spirit and 
efficiency of the Normal School." Joseph Alden also advises against 
it. In 1871, the Journal passed into other hands, and was for some time 
published at Leavenworth. 

In 1876, Mr. Joseph Bennett issued a small four-page paper in the 
interest of the School, called the Educational Index. After some four 
or five issues it suspended. 

In December, 1877, B. T. Davis and 0. B. Wharton established a small 
educational journal at Emporia, called The Hatchet. Though not 
founded in the interest of the Normal, it was published by graduates 
of the School, and was its ready friend. It was largely devoted to 
State and Lyon county educational news, with a warm corner for Nor- 
mal items. One of the first issues announces a " telephone entertain- 
ment" at Bancroft hall. The January, 1878, number says that J. H. 
Hill, at Americus, has the "shakes," and that A. W. Stubbs is lecturing 
to good houses in the East. The September, 1878, number regrets the 
loss of J. H. Hill to the profession, he having entered journalism. It 
also warns the owners of the flint hills against Frank Kizer, who had 
just taken their school. Frank was given to paleontology even in 
those days. In the number for November, 1878, are extracts from 



PEBIODICALS. 61 



various papers in the State on the question of the removal of the Nor- 
mal School. While one or two favor the project, most of them speak 
very emphatically against it, and urge a liberal appropriation for the 
erection of a new building. In the same number is also an editorial 
making a stirring appeal for rebuilding. 

At the expiration of the first year, the name Hatchet was dropped, the 
paper was enlarged, and called The Educationalist. A. W. Stubbs became 
one of the proprietors. The April, 1879, number announces that "Ansel 
Gridley, of '76, is postmaster at Oxford, and also runs a grocery store." 
When in 1880, Prof. Davis became a member of the faculty, The Educa- 
tionalist assumed a nearer relationship. In June, Dr. Hoss purchased it 
and removed it to Topeka, changing its name to The Educationist., 

In March, 1882, a new paper, The Normal Cabinet, appeared under 
the management of a stock company, called the Normal Publishing 
Company, composed of the following persons: J. N. Stout, L. A. Wright, 
A. P. Davis, W. P. Beaumont, Hattie Horner, and V. V. Price. The 
capital stock was $200. A. P. -Davis was the chief editor, with the fol- 
lowing assistants: T. S. Gallagher, N. W. Sonnedecker, Alice Overstreet, 
and Anna Ives. The business manager was L. A. Wright, with George 
Mays as assistant. With the opening of the school year in September, 
Geo. B. Gallagher became editor-in-chief, with Lida Davis, G. E. Gipe 
and Mamie Dolphin as assistants. W. E. Bolton and L. A. Wright were 
the business managers. In December W. M. Davidson succeeded Mr. 
Bolton as business manager. In April, 1883, H. D. Culver had become 
business manager. The subscription was 75 cents per annum. 

The Cabinet was of magazine form, and contained about twenty pages 
of reading matter. Though it was ably edited and was a newsy period- 
ical, it did not prosper financially. Shortly after it entered upon the 
second year, the fixtures and good-will were sold to A. W. Stubbs and 
L. A. Wright. These gentlemen changed the form to a small eight-page 
paper, and dropped the word "Normal" from its name. They soon 
put new life into the enterprise, and the subscription list began to 
grow. Late in 1883 Mr. Wright became sole owner of the magazine, 
and in June, 1884, formed a partnership with Dr. Hoss, and The Cabinet 
was merged into The Educationist. Thus that paper absorbed two of 
the Emporia enterprises. 

In April, 1889, there appeared, under the supervision of the faculty, 
an eight-page paper called the Normal Quarterly. "It proposes to be 
a medium of communication between pupils and friends of the State 
Normal School; to supply to them and to all other good people who 
may care to read it, a comprehensive budget of educational news ; to give 
in each issue at least one lecture, chosen from among those delivered 
by members of the faculty before the school during the quarter; to 
present helpful suggestions in methods and management, and to fur- 
nish such information about the Normal School and its work as may 
be of interest to the educational public." The subscription price is 
twenty-five cents per year. It is hoped that this last venture may prove 
permanent. 

—5 



62 History of the State Normal school. 



'fche §OQielies. 



How often have college graduates been heard to say that the educa- 
tion received at a good literary society is as valuable as that received 
in the college proper. It is certainly true that the work of the Normal 
literary societies happily supplements the work of the Normal classes. 
Emerson says: "The true scholar grudges every opportunity of action 
passed by as a loss of power. It is the raw material out of which the 
intellect molds her splendid products. A strange process, too, this by 
which experience is converted into thought as a mulberry leaf is con- 
verted into satin." 

To be able to move men by eloquence, to lead them by inspiring 
thoughts, to uplift them by holy aspirations, are ambitions well worthy 
the highest effort of all. It is in the literary society that this power is 
largely acquired. Holland aptly says: "To be intellectually self-pos- 
sessed is essential to the exereise of power upon others* The public 
debater who, holding every faculty in hand, and all his mental arma- 
ment close about him, drives calmly and fearlessly into the contest, is 
the charioteer who wins all our cheers and garlands." 

The culture to be derived from literary societies is as varied as it 
is valuable. The environment has a tendency to inspire with lofty 
motive, to give breadth to one's views, and to encourage all literary 
ambition. Friendships are formed that cheer and comfort through all 
the vicissitudes of life. 

More than all else, the literary society deserves praise for its great 
help in enabling the young to get deeper into life. Its chief work is 
to create high ideals. Think you not that the youth who walks with 
and who strives to imitate Homer, Demosthenes, Plato and Cicero, has 
his faith kindled, his horizon broadened, and his soul thrilled by the 
inspiring conceptions of such masters? 

"As thrills of long-hushed tone live in the viol, 
So our souls grow strong with the touch divine 
Of noble natures gone." 

It has been impossible to secure as much as we had hoped concerning 
the societies which existed previous to the burning of the building in 
1878. 

Early in October, 1865, the Normal Literary Society was organized. 
Its first officers were: President, James Hurst; vice-president, Addie 
Roe; secretary, William Price; treasurer, Coke Watson; executive com- 
mittee, L. B. Kellogg, Mary J. Watson, and Ella Spencer. The meetings 
were not usually open to the general public. The friends were given a 
special invitation for the meeting of December 8, 1865, and the Neivs 



The Societies. 



63 



says: "The room was crowded. The debate was on the negro-suffrage 
question. The speeches of all the young men were highly spoken of 
by the audience. After recess, the exercises consisted in reading a 
paper edited by Mary J. Watson and Dora Huddleson; in reading from 
Shakespere, by the two teachers and several of the students, a portion 
of the ' Merchant of Venice'; in singing by the entire school, quartette 
singing, etc. A poem read from the paper by Miss Watson attracted 
particular notice and comment." 

Out of this organization came the Normal Literary Union. It was 
organized the next year, 1866, and lived until President Hoss's admin- 
istration, in 1873, when it was superseded by the Lyceum. From 1867 
to 1873, as there was no hall for the purpose, the Literary Union held 
its sessions in the general assembly room. The society gave several 
entertainments, from the proceeds of which an organ was purchased, 
and also several hundred books, which formed a nucleus for a promis- 
ing library. Everything owned by the society, including the charter 
and the records, was burned in the fire of 1878. Among the names of 
the presidents are found Frank Gillett, Mary Jane Watson, Josephine 
Patty, and Allie Hart; among the prominent workers, Ellen Plumb, 
Martha Spencer, Mrs. Judge Graves, Mrs. Geo. Newman, and Mrs. C. N. 
Sterry. 

Miss Josephine Patty, one of the members, thus writes of the work 
of the Normal Literary Union: "We had to meet the disadvantages of 
a new school, a new State, poverty financially, as the lands granted to 
the School were too far west to be salable, an indifferent Legislature, 
<fec; but many of the members were enthusiastic and hard workers, and 
they were greatly helped by their work. I am sure all of the former 
members of the first society are glad to know of the advantages those 
now in existence enjoy." 

During the year 1872 the Lyceum was the only literary organization, 
save a short-lived society 



composed principally of the 
younger students, called The 
Irving; but in 1873, as the new 
building afforded two com- 
modious halls, and a large 
number of new students were 
entering the institution, the 
Philadelphi was organized. 
It occupied the hall in the 
east end of the building, and 
the Lyceum the hall in the west 
end. Professor Carmichael, 




THE LYCEUM HALL, 1839. 



then a new teacher, became identified with the Lyceum, and Prof. Nor- 
ton, then just returning to the Normal, joined the Philadelphi, and 
served as president at its organization. 

The first conflict of interests between the two societies was a struggle 



\A 



64 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 

for the possession of the old Literary Union organ, then the only musi- 
cal instrument about the building. The Lyceum claimed it by right of 
possession; the claims of the Philadelphi were supported by a number 
of resident former students who had been members of the Literary 
Jnion. The Philadelphi secured the organ, but the Lyceum was the 
gainer, because it was spurred by the contest to purchase a new organ 
of its own. 

In the spring of 1874 a public contest between the two societies was 
/ held, one member representing each society in oration, one in essay, 
and two in debate. The Lyceum was victorious. 

In the fall of 1875 the name of the Philadelphi was changed to Sum- 
er. In 1876 the Lyceum and the Sumner contested in oration, essay, 
and debate; the Sumner being victorious. 

Among the early members of the Philadelphi were: Ansel Gridley, jr., 
Buel T. Davis, G. L. Kennedy, A. W. Stubbs, Lillian Norton, Delia 
Spaulding, Molly Dickerson, C. M. Light, and J. H. Hill. 

Among those prominent in the Sumner, in addition to some just 
named, were Effie Partch, J. D. Beck, J. N. Rich, L. L. Dyche, Maggie 
and Roxana Davis. 

Among the prominent members of the Lyceum during this period 
there may be mentioned, Henry Haggard, J. E. Klock, Thomas Meek, 
I. T. Way, Robert White, Julia White, the Misses Maxson, J. W. Murphy, 
Flora Bennett, and C. T. Pickett. 

One organization that existed at this time should not be forgotten. 
It was an association for the encouragement of scientific study, and 
was known as the Agassiz Club. It was organized by Prof. Norton 
in the fall of 1874, and continued about three years. No meetings were 
held, except a public meeting in the assembly room once each term. 
The program consisted of papers on scientific subjects, which were 
usually thrown open for discussion after they were read. Much interest 
was elicited in some of these discussions. Nearly all of the leading 
students were members of this society. 

In 1877, the various calamities that beset the institution greatly 
decreased the number of students, and the societies suffered in conse- 
quence. For a time both seem to have been merged into one organ- 
ization, and from that period until after the tire there was a succession 
of short-lived organizations, of which but little definite information 
can be obtained. One of them was called The Temperance. On March 
1, 1878, it entered a contest with the Lyceum, coming out victorious in 
debate. 

Of this period, Miss Alice Overstreet, an alumna of the Normal, thus 
writes: 

"I joined the society the afternoon before the burning of the old Normal building. 
It met at 4 o'clock in the afternoon. There were but eight members, yet they were as 
loyal as any of the later membership, and they determined to revive the society. At 
that time Miss Julia White was president, and Miss Buchanan secretary. The latter 
was a former teacher of drawing. 

" One incident that I recall was at the time quite striking. Mrs. Delap, a former 



The Societies. 65 



teacher of elocution, recited 'The Burning of St. Michael's,' and I left the society with 
her. As we passed through the hall she remarked, 'This building is full of gas! ' 

"After the fire, such a feeling of sympathy and dependence prevailed that the socie- 
ties united temporarily under the name of 'The Invincibles.' The Emporia News says 
that the society was 'reorganized' January 7, '79, and M. C. Smith elected president, 
and Miss A. E. Dixon secretary. It gave a public entertainment on the evening of 
June 23, 1879, and does not again appear. Two other societies of short life were started 
during the year. The Lyceum was not, I think, reorganized until the new building 
was completed. It was for several years afterward regarded by outsiders as the leading 
literary society." 

Early in 1880, two efficient but short-lived organizations were formed, 
called The Ladies' Debating Club and The Gentlemen's Debating Club. 

The charter of the Lyceum Society was filed December 12, 1873. The 
directors for the first year were as follows: W. H. Stewart, A. D. Tressler, 
Junius A. Hunt, Anna Melville, and Lizzie A. Galer. The preamble reads 
thus: "We, the members of the Kansas State Normal School Lyceum, 
recognizing the importance and benefits of a literary society, do adopt 
for our government the following constitution and by-laws." The ar- 
ticle concerning membership is as follows: "Any student of the normal 
department of the State Normal School may become a member of this 
society by paying into the treasury the sum of twenty-five cents, unless 
a majority of the members object." The motto, "Qui capit facit" is 
characteristic of the energy and ambition ever displayed by this re- 
liable society. 

The following is a list of the presidents since 1880: During 1880-81, 
T. W. Dixon, Geo. Gallagher, J. T. Bradley, and B. F. Combs; during 
1881-82, E. D. Kirby, Alice Overstreet, T. S. Gallagher, and J. J. Kirby; 
during 1882-83, Lulu H. Holmes, P. J. Galle, W. M. Davidson, Fremont 
Miller, Geo. Gallagher, and Geo. Mays; during 1883-84, Geo. Mays, 
W. S. Boughton, B. M. Ausherman, R. M. Auchard, A. C. Hummer, and 
Henry Haynes; during 1884-85, Henry Haynes, C. R. Sorter, A. H. New- 
ton, T. H. Reynolds, T. A. Pollock, J. L. Minor, and Mary Leonard; 
during 1885-86, Mary Leonard, W. E. Woodward, W. M. Davidson, Otis 
Holmes, J. A. Shreck, Anna Vezie, A. J. Jones, D. A. Eckert, and Edith 
Miller; during 1886-87, Jennie Brooks, Ella Frazier, H. 0. Kruse, Etta 
Judd, Lillian Stewart, J. M. Newman, and W. L. G. Huggins; during 
1887-88, G. J. Wrightsman, A. S. Phillips, T. B. Moore, E. 0. Creighton 
(two terms), and A. M. Bogle ; during 1888-89, D. A. Tear, E. O. Creigh- 
ton, A. M. Bogle, L. H. Armstrong, H. W. Jones, and W. C. Stevenson. 

In January, 1882, persons not members of School were prohibited 
from taking part. The revised constitution adopted May 21, 1880, pro- 
vided that no one except members should be admitted but upon passes 
signed by the president and the chairman of the board of directors. 
During 1882 and 1883, a member of the society writes that the Lyceum 
was nourishing: "It contained the best talent of the School among its 
members. It was well managed and prosperous." Such enthusiastic 
workers as the lamented Lulu H. Holmes, W. M. Davidson, Fremont 
Miller and George Mays made the society very helpful and interesting. 

During this period the stage was carpeted, the walls papered, and a 



66 HISTOBY OF THE STATE NOBMAL SCHOOL. 

stand for the president purchased; also, chairs, for the president and 
secretary. At the close of the year, there was a contest held with the 
Literati Society. The Lyceum won in every part of the program, ex- 
cept in debate. 

During 1887, a member thus writes of the condition of the society: 
"Many members, especially among the leading gentlemen, somewhat 
indifferent; ladies in general took more interest in the welfare of the 
society. Male element composed mainly of first and second-year stu- 
dents, who did not step to the front, but promised well for the future. 
Power present, but much of it latent." 

One enthusiastic member of the society, in years past, thus dilates 
upon the advantages received from attending the Lyceum: "I value my 
acquirements in the Lyceum hall as the most serviceable of all my at- 
tainments at the State Normal. How often that hall rises before my 
mental vision, as the oasis to the natural eye of the parched and weary 
caravan. Again I am surrounded by old schoolmates, our souls ani- 
mated by our common warfare. I hear the animated discussion, the 
eloquent oration, dropping from silver-tongued miniature orators like 
manna-biscuits from heaven." 

During the last year the Lyceum has enjoyed a prosperous era in its 
history. A reporter in the Normal Quarterly states that, "Whether 
considered from a financial standpoint, the number of its members, or 
the work accomplished, its condition is excellent, and steadily improv- 
ing. About one hundred and twenty members have been enrolled 
during the year, over ninety of whom are in school and active members 
at the present time." Among its present membership several married 
men are found, who furnish dignity and solidity; while some boys in 
blue lend a feeling of security, and gently remind the society of the 
noble part Kansas took in the struggle for freedom. 

The Lyceum hall is nicely furnished with carpet, opera chairs, piano, 
and heavily-draped window curtains. Many beautiful pictures adorn 
the walls. Among those most attractive are two beautiful landscapes 
painted by Mrs. L. B. Kellogg, and the large and handsome engraving 
entitled Un Repaz Chez Lucullus, the gift of the class of '86. 

The bust of Shakespere was donated by the faculty committee on 
furnishing the hall — Miss Hoxie, Miss Price, and Prof. Sadler. 

Hattie Horner, a former member of the society, has presented it with 
an embroidered table-cover, and H. 0. Kruse, also a former member, 
has favored the society with one of his beautiful pen-drawings. 

While this society has been so unfortunate as to lose in all the con- 
tests in debate with the Literati Society, yet its members have won 
honors in other lines, some of which we note: 

In 1883, Emma Martin won the prize in essay, and Lulu H. Holmes 
the oration prize. In 1884, Frank Pettit won the prize in oration, but 
as he left the Normal before the State contest, George Mays was sent as 
representative in his stead; and W. E. Woodward won the prize in essay. 
In 1885, Belle Moore won the prize in declamation. In 1886, Sue Hoag- 



the Societies. 



67 



lin won the oration prize, and Lura Baker the prize in declamation. 
In 1887, Robert Ruggles won the prize in declamation, and Otis H. 
Holmes the prize in oration. 

THE LITEEATI SOCIETY 

Was organized September 18, 1880. Its motto is "Non scholce sed vitce.' 1 
Its constitution was revised September 23, 1887. Its record of member- 
ship is as follows: 1880-81, 65; 1881-82, 70; 1882-83, 84; 1883-84, 65; 
1884-85, 73; 1885-86, 85; 1886-87, 115; 1887-88, 122; 1888-89, 105. 
The list of presidents is as 
follows: 1880-81, L.A.Wright, 
R. Stratton, S. M. Davis, R. 
Stratton, M. Lyman, Callie 
Brown, W.H.Kreibiel; during 
1881-82, Anna Ives, Frank 
Bucher, R. Stratton, S. M. 
Davis, G. E. Gipe; during 
1882-83, S. Hoover, E. A. Phil- 
lips, G. A. Hege, E. Kauffman; 
during 1883-84, T. C. Job, Al- 
fred Docking, A. A. Stephens, 
A. E. Simerwell; during 1884- 




A CORNER IN THE LITERATI HALL, 1889. 



85, C. A. Bishop, Flora Stewart, W. D. Jacobs, B. C. Hastings, A. M. 
Kannard; during 1885-86, A. H. Bushey, John E. McAllister, A. D. 
Crooks, Maggie Mack, 0. P. M. McClintock; during 1886-87,E. W. Myler, 
Jessie K. Howell, E. T. Barber, J. M. Rhodes ; during 1887-88, J. M. Rhodes, 
L. H. Wishard, Mary Holsinger, B. C. Hastings, Adaline Hatheld; during 
1888-89, Lizzie Espenlaub, Frank Hays, Jemima Rhodes, and Joseph 
Gordon. 

The society has done liberal things in furnishing the hall. In 1883 
about twenty dollars were raised and spent on hall fixtures, and in 1884 
one hundred dollars were subscribed for furnishing the hall. President 
Taylor donated a bust of Homer to the society, it having first reported 
one hundred dollars subscribed and paid in, in response to a proposi- 
tion from the regents to duplicate that sum as soon as raised. The 
committee on furnishing the hall, from the faculty, consisting of Miss 
Spencer, Miss Crichton, and Prof. Davis, donated the bust of Webster. 
From the proceeds of the Shakesperian social, in May, 1884, the Lit- 
erati Society received about fifty-five dollars, which amount was spent 
for chairs and table. In 1883, some seventeen dollars was received 
from the proceeds of the Dickens social. The class of '86 presented 
the Literati with the large and elegant engraving, "La Via Appia" 
which now adorns the east wall of the hall. During this year a marble 
block engraved "Literati" and a pretty wooden gavel were placed upon 
the president's table. As the walls were greatly disfigured in adding 
the west wing to the building, the regents very kindly repapered the 
entire room. 



Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 



A glimpse into the Literati hall gives one the impression of a beau- 
tiful parlor. On the south wall hangs a charcoal sketch of Pestalozzi, 
drawn by a former member of the society, Mr. Will Griffith. Among 
the other pictures, those most attractive are the engraving "La Via 
Appia" already referred to, and the superb etching, "The Courtship 
of Miles Standish." This society also owns a new upright piano, of 
the latest pattern. It is indeed an inviting hall, and is a worthy memo- 
rial of the interest and energy of its membership. 

This society has been celebrated for its interesting programs, which 
has been partially due to the fact that it has always been so fortunate 
as to have many gifted musicians among its membership. The ever- 
willing and valuable services of J. M. Rhodes and his sister Jemima 
surely deserve mention. The Literati has offered especial inducements 
to the ladies to participate in debate, until at the present time it is no 
uncommon occurrence for the debate to be conducted wholly by ladies. 

When one comes to contemplate the honors won by the Literati, he is 
awed by the tread of Homer's men; for surely never did Greek hero 
march so repeatedly to more overwhelming victory. It has vanquished 
the Lyceum for the past eight years in the contest in debate. Those 
wearing the victor's laurel wreath, are as follows: In 1883, E. N. Phil- 
lips, Wichita, and Sherman Hoover, Halstead; in 1884, Leroy A. Wright, 
Emporia, and Thos. B. Fergason, Hart's Mills; in 1885, Abram L. Funk, 
Oneida, and Garry A. Bishop, Americus; in 1886, Jos. O. Ward, Larkin, 
and Wm. Weir, Topeka; in 1887, Edwin P. Barrows, Burrton, and Eddie 
T. Hand, Tulare, Cala. ; in 1883, J. M. Rhodes, Jasper, Mo., and W. B. 
Brown, Howard; in 1889, Joseph Gordon, Baker, and Charles C. Carter, 
Auburn. Among other honors won by members of this society the his- 
torian recalls the following: Alfred Docking, O. P. M. McClintock and 
George Adams, prizes in oration; Josephine Moon, a prize in declama- 
tion; and Anos Blunk, O. P. M. McClintock, and J. M. Rhodes, prizes in 
essay. 

THE ALPHA SOCIETY. 

The Alpha Society was organized in 1881 by the members of the A 
/class. Its object was the mutual improvement of its members, espe- 
cially in debate and in parliamentary law. Its origin came about in 
this way: many of its founders felt themselves incapable of taking up 
a subject and discussing it in the older societies, and realized the need 
of special drill before they could acquit themselves with credit in pub- 
lic debate. After discussing the matter, plans were formulated for a 
debating club to be limited to the young men, and a committee was ap- 
pointed to confer with President Welch to obtain his consent to hold 
the meetings weekry. He was in full sympathy with the project, and 
the Alpha began to hold its sessions at 3 p.m. on Fridays. 

It has never owned a hall, but has usually met in some one of the 
recitation rooms, or in one of the other society halls. At first, the mem- 
bership was limited to twenty-five, but that regulation has been changed, 
and the society now numbers over sixty. 



the Societies. 



69 



One of the Alpha's public entertainments, "A Mock Trial," lasted 
through three consecutive sessions, and a large and appreciative audi- 
ence assembled each time, to learn of and know the conclusion of the 
whole matter. 

During the year 18S7, the Alpha was organized and run as a Senate. v/ 
Messrs. Don Cameron and Leroy Owsley presided over this august 
assemblage. The experience gained in this society has not been in 
vain, to prove which the boys point with pride to the honor attained 
by many of its members. Among its charter members are found Fre- 
mont Miller, who has since completed a law course in Columbia College, 
and is at present a member of the State Legislature; W. M. Davidson, 
who has done successful work in teaching, and who is now principal of 
the Lincoln school in Topeka, and who was recently elected a member of 
the executive committee of the State Teachers' Association; and Allen 
A. Stephens, the efficient County Superintendent of Lyon county, to 
whom we are indebted for most of the information concerning the 
Alpha society. During the past year, the society has been very suc- 
cessful. Among its prominent members may be mentioned: Messrs. 
Creighton, Bogar, Freas, Weir, and Tressler. Parliamentary rules and 
practice receive careful study, and all deliberations are conducted in a 
dignified and business-like manner. This work is of inestimable value 
in making the members proficient in the methods of conducting public 
assemblies in a creditable manner. 



THE BELLES-LETIEES SOCIETY. 

During the spring term of 1888, the faculty realized the need of or- 
ganizing a new literary society to accommodate the increased attend- 
ance. Accordingly, a committee 
was appointed to take the mat- 
ter into consideration. An or- 
ganization was effected March 
4, 1888, and the society was 
named "The Belles -Lettres." 
The motto, "Dare to be wise," 
is characteristic of the enthu- 
siastic work done by its mem- 
bership. Those who have been 
honored with the presidency 
are the following: Miss Miller 
Maddox, Wm. Harrington, T. 
W. Campbell, R. V. Smith, Allen Lee, C. N. Brinkerhoff, Miss Belle Gor- 
don, T. P. Bogar, and John T. Russell. 

This society and the Young People's Society of Christian Endeavor 
meet in the same hall, and together have furnished a commodious and 
beautiful room. The Y. P. S. C. E. has furnished two elegant pictures 
for the hall. One is the beautiful etching of Munkacsy's " Christ Before 
Pilate," and the other a large and handsome engraving, entitled " Solo 




BELLES-LETTEES HALL. 



70 HIS TOBY OF THE STATE NORMAL SCHOOL. 



mon's Approval of the Iron-Workers." The Belles-Lettres Society has 
provided appropriate tables for the officers, on one of which is a marble 
slab engraved with the name of the society. The society has recently 
purchased a piano, and its members are to be congratulated on secur- 
ing one so soon; for the other societies waited many years ere their 
halls were furnished with this useful instrument. The programs have 
been given additional interest by the excellent music furnished by the 
choir, and the society points with commendable pride to its promising 
pianist, Miss Grace King. 

When the Belles-Lettres was organized, the membership consisted 
mostly of pupils from the first -year classes. The growth has been 
marked both in numbers and in efficiency. The young debaters are 
improving rapidly, and expect to do themselves credit in the prize 
contest the ensuing year. Already one of the members has won honors 
for the society — Mr. John T. Russell having won the prize in the last 
essay contest. 

The Belles-Lettres is in a prosperous condition; entirely free from 
debt; having no feuds among its members; and a membership charac- 
terized for energy and progress. All these, in a cheery and beautiful 
hall, make environments strongly conducive to a grand literary uplift. 

THE AMASAGACIAN SOCIETY. 

This society was organized in October, 1883. Its membership was 
limited to the pupils in the model school, and to the A classes in the 
normal department. Its principal object has been to encourage the 
younger people in literary effort, and it has been of great advantage 
to them. In this society, the boys and girls get their first lessons in 
presiding over public assemblies, and become somewhat familiar with 
parliamentary rules. 

The society has held most of its sessions in the Lyceum hall on Friday 
afternoons. The following is a partial list of the presidents : Mr. 
Stout, Jas. Anderson, Mr. Knox, Warren Baxter, Everett Fowler, Will 
Rogers, Ralph Cochran, C. E. Emrick, Allen Wilson, Hugh McClurkin, 
L. Martin, E. Barnes, Geo. Kittell, E. V. McCormick, Nannie Laugh- 
ridge, Richard Cunningham, Charles Johnson, A. L. Cross, and Horace 
Kenyon. 

THE OMEGA. 

In 1886 several ladies of the first and second-year classes organized 
a debating society, and named it "The Omega," expecting it to become 
as valuable for the ladies as the Alpha had been for the gentlemen. Its 
principal purpose was to improve the members in extemporaneous 
speaking, and to give them skill in parliamentary usage. 

It was not long ere the ladies began to lose interest, however, and the 
society was of short duration. 

THE YOUNG PEOPLE'S SOCIETY OF CHBISTIAN ENDEAVOK. 

It is a beautiful sight of a Sabbath afternoon to notice the many 
young ladies and gentlemen, with bright and eager faces, thronging to 



the Societies. 71 



their hall for an hour of prayer and Christian counsel. It has long 
been the custom of the students to hold a prayer-meeting on Sabbath 
afternoon. These meetings were held in the library, or in some recita- 
tion room, until the association felt able to furnish a hall for that 
purpose. 

The advent of President Taylor gave new life to this prayer-meeting. 
His heartfelt enthusiasm, and his untiring interest in the work, com- 
bined with his noble Christian qualities, soon enlisted the cooperation 
of the faculty, and a definite organization was effected as a Young 
Men's Christian Association. 

Under a special dispensation the College Y. M. C. A.'s had in many 
cases been organized with ladies as members, but the general association 
refused to approve the plan, and in 1885 this society withdrew from 
the State Association, and changed its name to The Young People's 
Christian Association. This was done in order that the ladies might 
remain active members, since, in all Christian effort, they have ever been 
found in the front ranks. 

In 1883 the hall adjoining the Lyceum was fitted up very appropri- 
ately, and the meetings were held in this place until the completion of 
the new wing. In the spring of 1888, the old hall having become too 
small for the meetings, the commodious room already referred to in 
the history of the Belles-Lettres, was set aside for its use on Sunday 
afternoons. 

Many are the young men and women who have found peace in believ- 
ing, through the kind and encouraging influence of this association. 
They have gone out as loving disciples, and, in their school work, have 
accomplished much for the spiritual welfare of their pupils. Religion 
becomes a reality and Christian work a delight amid such inspiring 
surroundings. Many are the cheering words received from workers out 
in the field. They write that, as the hour for Y. P. C. A. comes around, 
they feel constrained to take their Bibles, and 

"Though sundered far, by faith they meet 
Around one common mercy-seat," 

and thus keep the hour sacred. 

Amanda Kirkpatrick, who is now a missionary in China, said to the 
writer before leaving for her work, that she dated all the happiness 
that had come to her life from the time she entered the Normal, and 
had there in the Sabbath afternoon prayer-meeting found the Saviour. 
Her first lessons in missionary work were learned in our society, and 
inspiration was found, sufficient to decide her to consecrate her life to 
the same work in far-off heathen lands. 

Word was recently received from a young man who was converted 
in the association, that he felt called to consecrate his life to God's 
service in the holy ministry. His work as an active member well pre- 
pared him to seek for larger opportunities of usefulness. 

Many other incidents might be cited to prove the incalculable benefit 
this organization has effected, but want of space forbids. 



72 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 

Desiring to cooperate with State and National organizations in 
Christian work, and to systematize more thoroughly the local work, the 
association organized as a Young People's Society of Christian En- 
deavor, on January 30, 1889. The following officers were elected: Presi- 
dent, A. M. Bogle; vice president, Kate Bacon; secretary, E. R. Shepherd; 
corresponding secretary, Annie Willey; treasurer, E. E. Hench. The 
following committees assist the officers in looking after the interests of 
the society and the welfare of the students: Prayer-meeting, Missionary, 
Lookout, White Cross, and White Shield. 

The following is the list of presidents of the Young People's Christian 
Association since 1885: January, 1885, Maggie A. Mack was elected 
president; September, 1885, W. S. Picken; February, 1886, Anna Mar- 
shall; September, 1886, Edith Miller; February, 1887, A. D. Crooks; 
September, 1887, B. C. Hastings; February, 1888, Emma Gridley; Sep- 
tember, 1888, A. M. Bogle; January, 1889, A. M. Bogle; Jane, 1889, W. B. 
Brown was elected president for the ensuing year. 

OKA.TORIOAL ASSOCIATION. 

\S The Oratorical Association of the Kansas State Normal School was 
organized in the fall of 1883, and became one of the originators of the 
Kansas State Inter-Collegiate Association. The object, as set forth in 
article 2 of the constitution of the Normal Association, is "to further 
the interests of higher literary work, to create an interest in oratory, 
and to take part in the contests of the State Oratorical Association." 

The regular members are students in actual attendance at the State 
Normal School, while the members of the faculty, and the graduates of 
the School who were members of the association prior to the time of 
graduation, are considered as honorary members. 

The annual home contest takes place on the second Saturday evening 
after the close of the Christmas vacation. The four orators who com- 
pete are chosen by the faculty at a preliminary rehearsal. In the first 
home contest, which occurred January 24, 1884, George H. Mays took 
first place, and represented the Normal School in the first State contest. 
His theme was, "Watchman, What of the Night?" He was awarded 
first position, but the oration was finally thrown out, and the Normal 
School requested to send another contestant. Fremont Miller was then 
chosen to represent the Normal. His theme was, "Originality." He 
was awarded third place by the judges. In the State contest of 1885, 
Alfred Docking represented the Normal School. His theme was, "The 
Congo Conference." The judges gave him first place. Mr. Docking 
then had the honor of representing Kansas in the Inter-State Associa- 
tion, which met that year at Columbus, Ohio. 

The contestants in the home contest of 1886 were W. E. Woodward, 
whose theme was "The Indian Problem;" Otis Holmes, theme "Gnats 
and Camels;" Miss Sue Hoaglin, theme "The Mission of Faith;" and 
W. M. Davidson, theme "The Coming Revolution." Miss Hoaglin was 
awarded the prize, and represented the Normal School in the State con- 
test, which was held at Topeka that year. 



the Societies. 73 



In 1887, the contestants were Miss Edith Miller, theme "The Influ- 
ence of Literature;" Otis Holmes, theme "Of these things upon which 
we now sleep we shall some day cease to dream;" E. W. Myler, theme 
"The Influence of Puritanism;" and A. J. Jones, theme "The Stability 
of our Republic." Otis Holmes was awarded first place by the judges, 
and represented the Normal School in the State contest which met at 
Ottawa. 

The contestants in the home contest of 1888 were Wm. L. Huggins, 
theme "The American Negro;" O. P. M. McGlintock, theme "A Conti- 
nental Republic;" R. 0. Stearns, theme "Lights and Shadows of Re- 
ligion;" and L. H. Wishard, theme "The Night Brings Out the Stars." 
The prize was awarded to Mr. McClintock, who represented the Normal 
in the State contest at Baldwin. 

In the last contest, which was held in January, 1889, the contestants 
were Geo. I. Adams, theme "Standing on our Fathers' Shoulders;" L. 
H. Armstrong, theme "The Cross and the Crescent;" W. C. Stevenson, 
theme "The Formation of Public Sentiment;" and Miss May Whitney, 
theme "The Conservation of Forces." The judges ranked George I. 
Adams first, and he represented the Normal in the State contest at 
Emporia. 

The presidents of the Normal Association since 1885 are as follows: 
In 1886, John H. McBride; in 1887, A. D. Crooks; in 1888, J. M. Rhodes; 
and in 1889, L. H. Wishard. Miss Inez Jay is president-elect. 

AMICITIAN SOCIETY. 

The Amicitian Society was organized October 26, 1883. Its aims were 
about the same as those of the Amasagacian Society. It met in the 
Literati hall, at 3 p.m. on Friday of each week, and as it was rather re- 
garded as a junior Literati Society it adopted the same motto — "Non 
scholce sed vitce." The membership consisted of pupils from the higher 
grades in the model school, and from the first-year Normal. It was 
customary for the ladies to take an active part in all the work, even in 
debate. 

The following is the list of presidents during 1883-4: S. C. Lewis, J. 
W. Mertz, E. Bamsberger, Chas. Minor, S. C. Lewis, T. C. Coffman, B. F. 
Reynolds; during 1884-5, J. P. King, E. J. Lewis, T. C. Coffman, S. P. 
Stillman, Albert Phillips, Nellie Austin, Mary Wayman, C. A. Lehman, 
Mr. McGuire, Grant Billbe; during 1885-6, Geo. Brooks, Mollie Robb, 
Oran Rickerd, Geo. Tressler, Mr. Trainer, Mr. Lawrence, Mr. Hirschler, 
A. S. Phillips, C. A. Lehman; during 1886-7, C. C. Carter, Chester Cul- 
ver, J. R. Cooksey, Mr. Jesse, Emma Taylor, and Mr. Wall. 

The contest between these two societies, the Amicitian and the Amasa- 
gacian, held in the assembly hall, January 20, 1885, was most creditable 
to the membership of both. On June 3, 1887, the two societies held a 
joint meeting, which seems to have closed the career of the Amicitian 
Society. 



74 Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 



Alcimni Association. 



The first attempt at the organization of an alumni association for 
the State Normal School was made in 1869, with Mary J. Watson as 
President, and Martha P. Spencer as Secretary. There were then fif- 
teen graduates from three classes. This organization did not, however, 
have a permanent life; due in part to the smallness of subsequent 
classes, and in part to changes in the administration of the School. 
Another attempt, equally short-lived, was made in 1876, but only the 
members of the class graduating that year, and a few members of the 
class immediately preceding, participated in the organization. In 
1877, a meeting was held at which the following officers were elected: 
I. T. Way, '75, President; Ella Murdock, '76, Jennie R. Campbell, '74, 
Vice Presidents; Cornelia Slack, '75, Secretary; 0. B. Wharton, '76, Or- 
ator. No subsequent meeting seems to have been held, although the 
record is that they then "adjourned to help the class of '78 to lemon- 
ade, ice cream, cake and strawberries in Normal parlor, commence- 
ment evening, '78." In 1880, a few resident alumni, recognizing the 
importance of an alumni organization, especially at that crisis in the 
history of the School, that would enlist the hearty cooperation of all 
classes from the beginning, issued a call for a meeting to effect such 
organization. The call was signed by Mary J. Watson, '67; Ellen 
Plumb, "67; C. T. Cavaness, '69; Mrs. Nellie Newman, '70; J.H.Hill, 
'76; 0. B. Wharton, '76; B. T. Davis, '76. In response to the call, about 
thirty persons met in the east boarding-hall, then being used for 
school purposes, one evening in March, 1880, and a temporary organ- 
ization was effected. The movement had the hearty sympathy and the 
efficient aid of President Welch. A committee on constitution was ap- 
pointed, arrangements were made for a public meeting in connection 
with the commencement exercises of that year, and the Secretary was 
instructed to compile a list of the alumni, and send, so far as practica- 
ble, notice of the commencement meeting. 

At the first public meeting, June 15, 1880, ex-President L. B. Kellogg, 
on invitation, delivered an address, and a paper was read by Buel T. 
Davis, '76, then Superintendent of the Emporia schools. At the busi- 
ness meeting a permanent organization was effected. 

The alumni held their first banquet this year, the ladies of the Con- 
gregational church furnishing the viands. The News gives a very en- 
thusiastic account of the exercises of this the first commencement week 
in the new building, and then does up the banquet as follows: "So much 
for the mental — now for the material: Were the essays good? So, too, 
was the ice cream. Were the orations perfect? So, also, were the pickled 
eggs. Was the music sweet? So, too, were the raspberries and cake. 



AL UMNI A S80CIA TION. 75 



Was Miss Bixler tender, Miss Higgins or Miss Rath delicate? Not more 
so than the chicken, not better than the iced tea. Is cookery one of 
the divine arts? is it taught at church? is it a part of Christianity? 
Then the ladies of the Congregational church are the best Christians in 
the world. There was nothing soft about that dinner but the custard; 
nothing sour but the vinegar. There were salads there. If Sydney 
Smith had been there he would have said, as we do now with great sat- 
isfaction, 'I have dined to-day.'" 

The following is the list of officers since that time: 

1881.— 0. B. Wharton, '76, President. The program gives J. H. Hill, 
'76, as orator; Alice Ingersoll, '68, essayist; and M. C. Hodge, '79, poet. 

1882. — Mary J. Watson, "67, President. An oration was delivered by 
J. F. Kirker, '75; an essay by Amelia Goodrich, '75; and the history 
sketched by Miss May Overstreet, '75. 

1883.— O. B. Wharton, '76, President; A. E. Dixon, '80, Recording 
Secretary; W. Rees, '81, Corresponding Secretary. The program in- 
cluded an oration by John L. Clepper, '80; reading by Martha P. Spen- 
cer, '69; and a historical sketch by May Overstreet, '75. The banquet 
for the evening is remembered as one of the most enjoyable in all the 
list. In speaking of the order of march, the chronicler says: "First 
came the regents, fat and fatherly; then the faculty, wise and witty; 
and last the alumni, rosy and sprightly." 

1884.— A. W. Stubbs, '76, President; P. J. Galle, '83, Vice President; 
Lulu Holmes, '83, Recording Secretary; Carrie Goddard, '75, Corre- 
sponding Secretary. The program included an address by N. W. Sonne- 
decker, '82; a recitation by Sallie Higbee, '83; and a poem by Hattie 
Horner, '83. 

1885. — Frank Kizer, '80, President; Lulu Holmes, '83, Correspond- 
ing Secretary. The program opened with an address by President 
Kizer, and was followed by an oration by A. H. Newton, '84; a select 
reading by Alice M. Overstreet, '82; and the history by Jessie Loy, '84, 
and Mamie E. Dolphin, '83. 

1886.— Martha P. Spencer, '69, President; Thos. H. Reynolds, '85, 
Vice President; Mamie Dolphin, '83, Recording Secretary; Carrie God- 
dard, '75, Corresponding Secretary. The program included an oration 
by Fremont Miller, '84; the class history by Alice Overstreet, '82; and 
a poem by Hattie Horner, '83. 

1887. — Martha P. Spencer, '69, President; Alice Overstreet, '82, Vice 
President; Mamie Dolphin, '83, Corresponding Secretary. The pro- 
gram included an address by the President; an oration by C. R. Sortor, 
'85; a recitation by Sue D. Hoaglin, '86. 

1888. — Martha P. Spencer, '69. President; A. J. Jones, '86, Vice 
President; Mamie Dolphin, '83, Corresponding Secretary. The pro- 
gram included an address by J. H. Hill, '76; a poem by E. T. Barber, 
'87; a recitation by Lena Gause, '83. 

1889.— J. H. Hill, '76, President; Fremont Miller, '84, Vice Presi- 
dent; Mamie Dolphin, '83, Corresponding Secretary. The program 



76 HIS TOBY OF THE STATE NOBMAL SCHOOL. 

included the following papers: "A Backward Look," by Mrs. Alice Inger- 
soll, '68; "The Normal School as a Factor in Kansas History," by Fre- 
mont Miller, '84; "The Future of the Normal," by Sue D. Hoaglin, '86; 
poem, "The Ship of '89," by Hattie Horner, '83. 

Ellen Plumb, of '67, has been treasurer of the association since the 
first year. At the business meeting June 13, the entire board of 
officers was reelected for 1890. The banquet took place at the Rink, 
about two hundred and fifty guests joining in the festivities. Among 
them were ex-Presidents Welch, Hoss, and Kellogg; ex-State Supt. 
Goodnow, Gov. L. U. Humphrey, State Supt. G. W. Winans, Supt. John 
MacDonald, Prof. H. E. Sadler, Mrs. A. P. Morse, Supt. John M. Bloss; 
and a long line of boys and girls of yore. Several of the graduating 
classes were represented by more than a majority of their number. It 
was a royal occasion, and helped much to fill up and round out the joy 
of the Quarter-Centennial Commencement. The society is heartily sec- 
onding every effort made to increase the efficiency and extend the use- 
fulness of the School. The unrestrained enthusiasm which characterized 
its meetings at the last commencement was a most grateful assurance 
of fidelity and cooperation. 



Prize Contests. 77 



friee (Joniesis. 



Though there had been contests between the students and between 
the literary societies from time to time, no permanent regulation was 
made concerning them until 1881. In that year prizes were offered for 
excellency in declamation, open to first-year students; in essay, open 
to second-year students; in oration, open to third-year students, and 
in debate, open to all students. The contes bants in the first three sub- 
jects were to be selected by the faculty, and in debate by the two socie- 
ties. In 1884 a change was made, providing that the orators should be 
chosen at a preliminary contest, from orators named by the Oratorical 
Association and the faculty. 

In the contests of 1881-82, the winner in essay was W. P. Beaumont, 
and in debate Leslie Combs. The contests in declamation and oration 
took place at the time of the editorial reception, and on account of the 
great jam and confusion accompanying the entrance and reception of 
the guests, the judges thought it unfair to render a decision. Since 
that time, the successful contestants have been: 

For 1882-3. — Declamation, Jessie Loy; essay, Emma Martin; oration, 
Lulu Holmes; debate, E. N. Phillips and Sherman Hoover. 

1883-4. — Declamation, Anna C.Young; essay, Thomas Reynolds; ora- 
tion, F. D. Pettit; debate, L. A. Wright and T. B. Ferguson. 

1884-5. — Declamation, Isabelle Moore; essay, W. E. Woodward; ora- 
tion, Alfred Docking; debate, A. L. Funk and C. A. Bishop. 

1885-6. — Declamation, Lura Baker; essay, 0. P. M. McClintock; ora- 
tion, Sue D. Hoaglin; debate, J. 0. Ward and William Weir. 

1886-7. — Declamation, R. M. Ruggles; essay, Anos Blunk; oration, 
Otis H. Holmes; debate, E. P. Barrows and E. T. Hand. 

1887-8. — Declamation, Frank S. Hayes; essay, J. M. Rhodes; oration, 
0. P. M. McClintock; debate, J. M. Rhodes and W. B. Brown. 

1888-9. — Declamation, Josephine Moon; essay, J. T. Russell; ora- 
tion, Geo. I. Adams; debate, J. W. Gordon and C. C. Carter. 



/ 



/ 



78 Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 



£he Quarter- (Jeniermial (Jeleforation. 



Early in the year, plans were devised for an appropriate celebration 
of the Quarter-Centennial Commencement, June 8-13, 1889. The rail- 
ways in Kansas kindly gave excursion rates, and a very large number 
of former students and friends improved the opportunity to visit old 
scenes, and renew the friendships of former years. Every meeting 
during the week, from the contest on Saturday evening to the class 
reception on Thursday evening, was large and enthusiastic. So great 
was the attendance that an immense awning was drawn in front of the 
building, and provision made for the audience in the campus. The 
balcony was extended into a platform accommodating about one hun- 
dred people, and the evening meetings of Tuesday, Wednesday and 
Thursday, and the graduating exercises of Thursday, were held there. 

The week was full of kindly greeting, and the exercises throughout 
in keeping with the occasion. The baccalaureate sermon by Rev. W. 
H. Black, D. D., of St. Louis, Mo., was a masterly presentation of a 
great theme, "Add to your faith, knowledge." The class-day exercises 
were in the evening of Monday, in the shape of a "Reunion forty years 
hence." Tuesday was "Field day," and the afternoon was spent at the 
grove in athletic games and field sports. The alumni meeting in the 
evening was a brilliant affair. Above the speakers on the balcony were 
two electric lights, seats for 2,000 people had been arranged among the 
trees in front, and Chinese lanterns of every variety and color were 
distributed about the grounds. With all these, with the rooms in the 
building brilliantly illuminated by gas, with the moon at its full, with 
a vast company of merry youth thronging halls and campus, the scene 
was one which will not soon be forgotten. The program is given else- 
where. The hit of the evening and perhaps of the week was the song, 
"Where the Pedagogue stands," by the alumni quartette. The mass 
meeting and grand review on Wednesday morning were interesting 
and enjoyable occasions. 

Wednesday evening was set apart for an educational symposium by 
the four ex-presidents of the School. President Pomeroy was unable 
to be present, and sent his greetings. President Kellogg assured the 
company of his pleasure at the great meetings of the week, and spoke 
most happily of the days when he and his co-laborers worked so ear- 
nestly for the upbuilding of the School whose quarter-centennial anni- 
versary we now celebrate, and contented himself with presenting a 
paper, which in the main was that given by him in that earlier day, 
in outlining the work of the Normal School. In substance he said: 

The distinctive work of the Normal School is the fit education of 
teachers for the public schools of the State, by imparting a comprehen- 
sive and critical knowledge of all the elementary studies, with the best 



Quabter -Centennial Celebration. 79 



method of teaching the same, and such analysis and outline of higher 
studies as will conduce to the development of a true manhood and 
womanhood: thus will its graduates be enabled to perform well the 
duties incident to the training of youth in all that pertains to citizen- 
ship in our Republic. It should add to the efficiency of our public 
schools, by increasing the number of good teachers in the State; by the 
work of its graduates; by the active labor of its teachers and students 
in conducting institutes; by disseminating information in respect to 
the science of education in general, best methods of teaching particular 
branches, and the school system and school laws of our State; by intro- 
ducing correct ideas of school government, founded upon a knowledge 
of the true nature of childhood; by using and recommending the best 
text-books; by encouraging physical culture in our schools; by increas- 
ing the general interest in schools and school architecture; and, finally, 
by insisting that progress in education shall keep pace with progress 
in all else that ennobles our State. 

The course of study and training suited to a normal school is essen- 
tially distinct from that of all other higher institutions of learning. 
All studies must be considered with special reference to the wants of 
the teacher of the common school. What is of most value to him should 
be most prominent in its curriculum of study. It is manifest, there- 
fore, that a prolonged study of the classics — -in itself desirable, as tend- 
ing to a more appreciative use of language, and as affording a valuable 
means of intellectual discipline — should not find prominent place in a 
normal-school course. And so, since the greater part of his teaching 
will be the elementary branches of an English education, these should 
be first pursued, and should receive special attention; but the teacher 
should know much more than he is required to teach. Our statutes do 
not require at his hands instruction in the principles of government, 
and duties of citizens. Ought the children to remain in ignorance on 
these matters? What then shall we say of the teacher who cannot ex- 
plain to his pupils how the President is elected, how laws are enacted, 
and why they should be obeyed? That instructor teaches arithmetic 
most efficiently who not only understands the science of numbers, but 
whose mind has been disciplined by analysis of algebra and the logic 
of geometry. And how can the teacher know at what times and in what 
order the different studies should be presented to his pupils, or what 
obstacles oppose their progress, or how best to govern his school, if he 
have no knowledge of the laws of mind? So there is necessity for the 
study of our national and state constitutions, and the fundamental 
ideas of government; for algebra, geometry, and trigonometry; for 
mental philosophy and logic; and, in general, for as many of the higher 
studies as can be safely introduced after the elementary work shall be 
completed. 

Ex-President Hoss spoke upon — 

CHRIST THE GREAT TEACHER. 

The world has had four great teachers — Confucius, Socrates, Plato, 
and Christ. Of these the last is greatest. The first three have come 



80 HIS TOBY OF THE STATE NORMAL SCHOOL. 

down through the centuries, and have been honored more than two 
thousand years, and will be honored through the centuries to come, 
yet Christ is above them all. He is above them — 1. In that he dealt 
not in opinion but in knoivledge. He knew — they believed. They said, in 
view of all the facts, We believe we hold this opinion. Sometimes, more 
doubtfully, we incline to this opinion. 

Not these only, but thoughtful men everywhere, the same. The high- 
est judicial bodies, the Supreme Court of the United States, the Queen's 
bench in England, carefully give opinions, and only opinions. Not so, 
Christ. He steps to the front line of truth, to the outer verge of knowl- 
edge, and says: "Verily, verily, I say unto you." And what does he 
say? "Blessed are the meek;" "Blessedare they that niourn;" "Blessed 
are the pure in heart." He does not say this is my opinion, or in view 
of all the facts I am inclined to this opinion. Nay, verily. Can you 
conceive of the amazement, yea, consternation, that would take posses- 
sion of every Christian heart, if on next Sabbath morning it should be 
announced from every pulpit in the land, that these words are to be 
added to the Bible, namely, in my opinion ? And still greater the con- 
sternation, when announced that these are to stand in the opening of 
the Sermon on the Mount. Thus, in my opinion " Blessed are the 
meek," "Blessed are they that mourn." In my opinion, "blessed are 
the pure in heart, for they shall see God." Would not these words 
bring a pall of blackness over the heavens and forever? Would not the 
hope of every Christian sicken and die? Would not every tongue ex- 
claim, Alas! alas! is the supremest interest of man, the destiny of the 
race, to rest on mere opinions, and nothing more? But instead, the 
world may lift up its heart in gratitude, and its voice in praise, saying 
'tis not of opinion, but knowledge, unqualified, unlimited, absolute — 
the truth. 

This leads us to consider — 2d, The Truth. 

Eighteen hundred years ago, Pilate said, "What is truth?" This 
solemn question has gone round the world and through the ages, and 
is to-day on every honest tongue and in every earnest heart. 

The earnest teacher says, "What is truth?" Turning to details, he 
says, What are Quincy methods? What of the Grube method? What 
of the kindergarten system? What of the Socratic, the topical, the 
analytic, the synthetic method? and thus on to the end. Turning to 
civil government, he says, What is truth? In what sense "are all 
men created equal"? Is sex a factor in government? Shall men and 
women alike vote and hold office? Should color be a civil disability? 
and the like. Rising to the metaphysical and spiritual, the question 
becomes still more momentous. What is the soul? How connected 
with matter? How exist when separated from it? Is there a second 
probation? Is punishment eternal? How these and other questions 
rise and sweep their billowy surges through the soul, and as they break 
on the hither shore of the unknown, they echo back the old inquiry, 
What is truth? 

For four thousand years, men as children went groping in the dark, 



Quarter -Centennial Celebration. 81 



crying out, Lo! here is truth, there is truth; but when they came to 
test and embrace it, lo! it was not. When darkness filled men's minds, 
and gross darkness covered the earth, when truth and the search for it 
seemed a delusion and a mockery, and the whole race seemed as "An 
infant in the night, an infant crying for the light," then came One on 
the tops of the centuries, speaking to all men and for all times, saying, 
Lo! / am the truth. 

Before this it was dark; since, it has been light. "This was the true 
light that lighteth every man that cometh into the world." For 1800 
years, men have been coming to Him to find the truth; and for 1800 
years, the truth has been advancing and error receding. Superstition 
has given way; idolatry has given way; slavery has given way; war and 
bloodshed have, in a good degree, given way. The sword is being beaten 
into the plowshare, and the spear into the pruning-hook, and the 
glad song of the angels at the birth of this great teacher, " Peace on 
earth, good will to men," is now being sung, and believed, not by angels 
only, but by men. Such are some of the fruits of the truth He taught, 
the truth that shall make men free. 

Third, Christ is an example — a model. 

He came not with a set of precepts alone, but as an example — a model. 
Few things do men prize so much as a model. They are delighted with 
even a model machine, more with a model school, a model preacher, a 
model teacher. Christ came not only announcing great doctrines which 
surprised and startled men, but his life was their fulfillment. He did 
not say and do not, but He said and did. He said when reviled, "re- 
vile not again;" and so when reviled, He reviled not. He said, "Bless 
them that curse you;" so He "blessed, and cursed not." Men thought 
these doctrines unreasonable, if not impossible, till they saw Him ful- 
filling them in His own life. He said not only, "This is the way, walk 
ye in it," but, "I am the ivay, follow me." Thus He conquered, more 
by example than by words. 

From the beginning, the world had been seeking a model. The Israel- 
ites looked at Moses, exalted as he was, and found he had disobeyed; at 
Aaron, and he had been an idolater; at David, the renowned king and 
sweet singer, but he had committed a great sin. The Greeks, looked 
at Socrates, but he was charged with corrupting the youth; at Demos- 
thenes, but he was charged with taking bribes. The Romans looked at 
Caesar, but he was a tyrant; at Cato as a model in morals and patri- 
otism, but he took his own life. So in despair men said, Where shall 
we find a model? Not a theorizer, or even a philosopher, to point the 
way only, but one to lead — one who can go over the way, and as he 
goes send back the cheering words to all within speaking distance, and 
to all the generations to come, u Follow me." When the millions follow- 
ing say Why? he sends back the answer, "Z am the way, the truth, and 
the life." Here is the supreme model, the only perfect one the world has 
ever seen. 

Turning the kaleidoscope a little further round at this point, we 



82 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 



get a deeper coloring to the picture. Observe, He says of Himself, "I 
am the Life." So, He (Christ) was not a doctrine or a creed only, but a 
life. He not only taught a new life, but incomparably more, He lived it. 
His precepts influence untold millions, but His life more. Negatively, 
what would His precepts have done without His life? 

The ten commandments had been sounded down from the smoking 
heights of Sinai, but the people went on in their sins — idolatry, covet- 
ousness, adultery, much as if there had been no law. Then the curtain 
dropped, and the law-giver retired into the silence of the past, and the 
hour-hand on the dial-plate of progress seemed to stop — the living 
spirit seemed to perish in the dead letter. There was the law, but no life 
behind it; no living man fulfilling it in his daily deeds. 

On the other hand, Christ's teachings had Christ's life to exemplify 
them. Glorious and uplifting as is Christianity, His life was more 
glorious. Is it too much to say, Christ is Christianity? No. He is the 
law in action, the letter made alive, "the Word made flesh.'''' 

II. HIS MANNEB OB METHODS. 

As a second general division of our subject, we notice His methods. 

His method was eminently the sense method, i. e., teaching through the 
senses, now called "the object-lesson system." And, parenthetically, 
we may remark, Christ, not Pestalozzi, is the author of this system. 

Two cardinal principles are seen in His teachings: 1, From the known 
to the unknown; 2, From the material to the spiritual. The law on 
which this is based is likeness, and the rhetorical figure used, the parable. 

Therefore, in conformity to these, when He would teach the pro- 
found doctrine of a superintending providence, He did not go into a 
learned argument of creation and preservation, but simply said, "Be- 
hold the fowls of the air; they sow not, neither do they gather into 
barns; yet your heavenly Father feedeth them." 

Then lest they might not get the thought, He presents another illustra- 
tion — "Consider the lilies of the field; they toil not, neither do they 
spin." Now, the lesson, "Wherefore, if God so clothe the grass of the 
field which to-day is, and to-morrow is cast into the oven, shall He not 
much more clothe you, ye of little faith?" 

No amount of logic or philosophy could have made this doctrine so 
clear. The unlearned can read and understand, and the learned can 
read and admire. When he would teach the nature of the kingdom of 
heaven, he took the simplest objects about him. The kingdom of 
heaven is like unto leaven in three measures of meal. Fearing some 
of his pupils could not understand, he goes on — "Again, the kingdom 
of heaven is like unto a net cast into the sea, and gathereth of every 
kind." "Again, the kingdom of heaven is like unto a grain of mustard 
seed which a man took and sowed in his field." Again, it is like hid 
treasure; like a merchantman seeking goodly pearls; like ten virgins; 
like unto a man which sowed good seed, etc. 

Here are the essentials of all good teaching: clearness, simplicity, va- 
riety, profundity. While these all illustrate the main thought — "the 



Q, uab teb - Centennial Celebra tion. 



kingdom of heaven," each in its deeper meaning illustrates its own par- 
ticular phase — the leaven, its transforming power; the mustard seed, 
its smallness in beginning and its greatness after growth; the hid treas- 
ure its preciousness, and the like. 

2. He used the oral method. He wrote nothing. A marvel, this; a 
king coming to establish a kingdom, and to give laws for all peoples 
and for all times, and never write a law or a promise. He simply spake, 
but he spake as never man spoke. He taught only those who were near 
enough to hear, but "he taught as one having authority, and not as the 
scribes"; and "the people were astonished at his doctrine." 

3. And last, both a doctrine and an example — Love. 

He says, "A new commandment give I unto you: that you love one 
another as I have loved you." "Greater love hath no man than this, 
that a man lay down his life for his friends." Here is the measure of 
his love, namely, his life! Here is the talisman of power; he wrought 
it out both in precept and example, and to-day, at the end of eighteen 
centuries, this power is subduing all hearts unto him. ' Tis the power 
and only power that can conquer. The sword cannot conquer, gold 
■can't, learning can't, honor can't, social position can't; love, only love, 
can. So in the school-room, the rod cannot conquer, hard words can't, 
ridicule can't, suspension can't, even expulsion can't; nothing but love 
can — love that leads to sacrifice, even suffering, for the erring. 'Tis 
the love that gives a part of life that prevails, conquers. Humanly 
speaking, all of Christ's words and life would have failed to accomplish 
his mission without his death and the love leading to it. You are not 
asked to give your life as did he, but some sacrifice, maybe, some suf- 
fering. Perhaps no finer example is found than that related of that 
teacher and philosopher, the late lamented Bronson Alcott. 

On a certain occasion, one of his pupils had broken a law. Calling 
the transgressor before him he stated the case to the school, saying the 
school is injured by a broken law; then added, that divine and human 
laws agree that where there is sin there is suffering; where there is trans- 
gression there is penalty. "So here — you must suffer or I must." The 
school was astonished, amazed. Then turning to the culprit, he said, 
"You must open your hand and receive the blows from this ruler, or 
you must take the ruler and inflict the blows on my hand." The boy in 
a tremulous voice said, "I'll take the ruler." The affectionate teacher 
held out his hand; the pupil with palpitating heart raised his arm to 
give the blow, but looking into the face of his loving teacher, his lip 
quivered, his eye dimmed, his arm fell powerless at his side, and with 
choked voice, he said, "Master, forgive me." The school was in tears; 
love had conquered. Here the lower rim of divinity reaches down and 
touches the upper rim of humanity, and melts and blends in tears, and 
■we love and obey as never before. 

In conclusion, we all want the power of the great Teacher, so far as 
possible for the finite to have the infinite. You want to instruct as he, 
to be a model as he — -to love, sacrifice, not as he, but something for 



84 History of the State normal School. 



your pupils — in a word, you want his spirit and power, so far as mor- 
tals may have the blended human and divine, so that you may win, 
teach, mould, guide, and save — save till upon your work, shall be the 
seal of his everlasting approval, and upon your heads, the benediction 
of his everlasting love. 

Ex-President Welch took for his theme: 

WHAT CONSTITUTES AN EDUCATOR. 

When this subject was selected, I hoped to be able to point out wherein 
the educator differed from the ordinary teacher, to give the differentia 
of his species from his genus; but I confess to you, I have experienced 
all the agonies of Bunyan's Christian before he started on his journey; 
and even now, I find myself very near the slough of despair. 

With some propriety, the genus, teacher, may be divided into three 
species: the failure, the success, and the educator. The first species, the 
failure, contains two varieties so well marked that there are some zoolo- 
gists who insist upon naming a new species; but since they are not 
uniform in the name given to the new species, we will hold to the old 
classification. The first variety have a clear conception of the subject- 
matter to be taught, but they have little or no knowledge of the pupils 
to be taught. They have no knowledge of the natural order in which the 
mind acquires knowledge, and no tact to adapt means to ends. They 
have no remembrance that they too were once children, and liked play 
better than work. They cannot understand why children in these de- 
generate days do not appreciate their advantages. These are usually 
conscientious, hard-working, faithful teachers, but they have missed 
their calling, and as teachers they constitute the first variety of the 
species, Failure. 

The other variety of this species have very inaccurate and indistinct 
ideas of the subject to be taught. Either from dullness of apprehen- 
sion, or from disposition, they have acquired the habit of accepting 
part knowledge for whole knowledge. For some reason this species 
tire as soon as they have a partial conception of the idea under consid- 
eration. Going over the subject a number of times does not add to 
their knowledge. A part of an idea saturates them. They would com- 
mit suicide by forcing themselves to know all of one thing. They can- 
not resist, or at least do not resist, the formation of judgments on 
only a part of the data. This is repeated until the rapid forming of 
judgments, as soon as some data are known, becomes a fixed habit. 
With the very ignorant this fault is an evidence of wisdom and smart- 
ness. The partial knowledge which this variety have of the pupils to 
be taught, and of mind-activity, is just as useless as their knowledge 
of scientific subjects ; but with vivacious habits of thought and action 
and a disposition to please, they often pass for much more than they 
are worth. With a kind, sympathetic nature, acute as to popular 
favor, this variety frequently receive the praise of first-class teachers. 
Their conception of moral obligations is often quite as loose as their 



Quarter -Centennial Celebration. 85 



knowledge of scientific truth, and while they manage frequently to 
pass for gold, they are only base metal, and are the most pronounced 
and most dangerous failures in the profession. 

The species known as successful teachers have a well-defined concep- 
tion of the subject-matter to be taught, of the pupils who are to be in- 
structed, and of the laws by which mind acquires knowledge. They 
know that mind delights in the acquisition of accurate knowledge, and 
that the enthusiasm of a class is about in proportion to the thorough- 
ness of the work, and therefore no artificial stimulus in the way of 
prizes or rewards is needed where scientific teaching is done. They 
have the tact to adapt the subject-matter in its natural order to the 
capacity of the students, and this is their method. They know how to 
direct the force of their pupils into right channels without destroying 
the force. They are masters of the situation, and control their schools 
by means of superior wisdom and prudence. They are teachers of a 
higher type, and can always secure positions. 

How shall I describe the third species — the educator? What can I 
say of him that has not been said of the successful teacher? The 
lowest kind of definition is the giving of an example, and did my task 
consist of the defining of an educator, I would be tempted to point to 
some of the illustrious examples which this country happily possesses, 
and avoid further research. This diplomatic conduct seems to have 
been anticipated, and I am asked either to tell "What constitutes an 
educator," or to admit that I do not know. Desiring very much to 
please my old friends, I will do both. I will first attempt to outline 
the essential elements of an educator. The admission that I do not 
know will then be superfluous. 

The substantial essence of the educator can no more be defined than 
we can define matter. The best that we can do is to describe his essen- 
tial characteristics — that without which he would not be an educator — 
and in doing this it will narrow the question somewhat, and make it 
more easy to tell what he is, if we name some things that he is not. 

NEGATIVE QUALITIES. 

1. An educator is not a manufactured article. He cannot be made to 
order. Failures are the only articles in this line that can be made to 
order, and then only when the material furnished is well adapted to the 
purpose. The educator, like the statesman, is a product of self -growth, 
aided by everything that comes within his reach, whether that be a uni- 
versity or adversity. 

2. The educator does not attempt to impress upon his pupils that he 
is the sum of all wisdom and prudence, and therefore the proper thing 
for students to do is to imitate him. He understands his task to be the 
culture and growth of what powers the pupil has, whether that be one 
talent or five. 

3. The educator is not a scold or a fault-finder. He comprehends that 
the suppression of wrong-doing, that punishment may not come, does 



Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 



not even tend to cultivate good tendencies that good may follow. He 
knows that self-government is the only educational government. 

4. The educator does not pose before his pupils either as to his wis- 
dom, authority, or dignity. Even the slightest disposition of this kind 
is foreign to his character. 

5. The educator has no iron-clad formula for the teaching of any sub- 
ject, but being familiar with the laws of mind-growth, he knows that the 
correct method is the one suited to the time, place, and occasion, and he 
proceeds to adapt the means at hand to the end to be accomplished, and 
this is his method. 

6. The educator is not a dude, nor is he a slouch, but he dresses for com- 
fort and in taste, with due regard for the esthetic ideas of his fellow- 
beings. 

7. The educator does not tell his pupils they are wrong in their conclu- 
sions and point out their errors; but he sees the erroneous conclusion 
as an effect resulting by the necessary laws of thought from wrong or 
imperfect data, and he wisely leads them to reexamine their data and 
discover their own error. He never loses sight of the fact that self- 
activity is the law of growth. 

As a matter of common observation, we see pupils graduated from 
some schools, proficient in the subjects taught in the course, satisfied 
with the knowledge they have acquired, and apparently convinced that 
there is no knowledge hidden from them, and as long as they can make 
other people agree with them in this, they appear to succeed and are in 
popular favor; but their ultimate failure or rather exposure is only a 
question of time, and then, unless they discover themselves, and begin 
on a new line of life, they fossilize and fail; while students in another 
institution, possibly of not so great reputation, feel on graduation day 
disappointed and dissatisfied with their attainments. They find their 
knowledge not so great as they anticipated. They realize that about 
all they have acquired which is of value to them is their ability to in- 
vestigate and discover truth, and that this is without value except as they 
utilize it in the acquisition of knowledge which they do not now possess. 
Instead of being satisfied with what they have, they are disposed to 
criticise their Alma Mater for not giving them more. When they con- 
sider what they know, they feel discouraged; but when they lift up their 
eyes and behold the fields of knowledge within their reach by means of 
the training they have received, their thirst for wisdom is renewed, and 
the fire of their enthusiasm is again kindled never to be quenched, and 
they become more zealous students of men, things, and measures than 
they were within the walls of their Alma Mater. 

The first class of pupils may have been taught by teachers who knew 
their subjects well, and who knew how to teach them, but they were 
surely not taught by educators in the sense in which we use the term. 
The latter class of students had educators for their teachers — at least 
an educator had met them somewhere on their way, and given direction 
to their educational inquiries. No man can come in contact with an 



Quabteb-Centennial Celebbation. 87 



educator and catch a portion of his spirit without being benefited. 
The problem before me is to point out the difference between these 
species of teachers. Why is it that from one country school numbers 
go to higher institutions of learning, while from a neighboring school, 
enjoying equal advantages, no one goes? 

Why is it that a large per cent, of the graduates of one high school 
go on to college, or to some technical school, to prepare for greater use- 
fulness in some line of human industry, while the graduates of another 
high school are never heard of in any other institution of learning, or 
anywhere else? Why is it that graduates from some colleges degener- 
ate into educated tramps, not able to do what they want to do and un- 
willing to do what they can do, while the graduates of other colleges are 
the leaders of thought in the various lines of activity? Is it wholly due 
to the class of students who attend these institutions, or is it due to the 
spirit of the institutions, which, in turn, is due to the brain and char- 
acter of the teachers in charge? There is occasionally a boy or girl who 
has genius or common-sense enough to overcome even the suppressing 
and unphilosophic methods of a poor school; but to the boy or girl of 
average ability, the spirit and tone of the institution which he attends 
is of grave moment to him. I believe it was President Garfield who 
said, that he would rather have his boy trained by an educator such as 
Mark Hopkins, with a beech-log for a desk and the forest for a school- 
house, than by a mechanical-formula rote teacher in a magnificent 
school-house supplied with all the apparatus which modern invention 
can furnish; and well might he say this. More can rationally be ex- 
pected of a boy who has completed the common country-school course 
in a western dug-out, who has learned to know himself and who quits 
school eager for higher attainments of character and usefulness, than 
of the young man who has won the honors of his class in a university, 
but who has not yet discovered himself, and who believes he has finished 
his education. 

We are now prepared to consider the 

POSITIVE QUALITIES OF THE EDUCATOK. 

1. The educator is a man of broad common-sense and scholarship — 
the product of native gifts, culture, and experience. His knowledge is 
the fruit of his own experience. He is acquainted with the activities 
in which people of all classes engage. He is thoroughly acquainted 
with all the phenomena of mind-activity. He has not forgotten the 
experiences of his childhood, and can with ease see, think and feel as a 
child does. He knows mankind, and comprehends the motives which 
actuate men of different classes, ages, and conditions. He exemplifies 
his ideal in his own life and character. He has great constructive 
power; and because he knows the ends to be attained and the means, 
he almost intuitively adapts means to ends. How can a teacher wisely 
adapt means to ends if he neither comprehends the true ends to be 
attained nor the means to be used? 



88 HIS TOBY OF THE STATE NOBMAL SCHOOL. 

2. The educator is both a statesman and a politician. Comprehend- 
ing thoroughly the relationships of individuals to each other and to 
the body politic, he is prepared to lead his pupils to the highest con- 
ception of the duties and obligations of citizenship. While he is in 
advance of the people on political questions, he is politician enough 
not to disclose himself so far in advance of the common thought as to 
cause a reaction. 

3. The educator is a just man; and by this I do not mean that he 
will simply reward and punish, praise and condemn, according to his 
convictions. The just man will not only refuse to lend a willing ear to 
the slander of an enemy, but he will refuse undue and disproportionate 
praise of a friend. He will not reach a conclusion either as to the con- 
duct or character of others or as to the correctness of any proposition 
until he has examined all the data. Comprehending fully the disad- 
vantages of inherited evil tendencies, while he does not countenance 
wrong-doing, he forgives, sympathizes with, yes, helps the wrong-doer 
back to a life of rectitude. He is himself an inspiration to such a life. 
He not only sees and clearly comprehends the innate natural relation- 
ship between things, persons, and peoples growing out of the plan 
upon which they were made, but he sees and observes the relationships 
between that which is made and its supreme and infinite maker, and 
the observance of these various relationships and the leading of others 
to see and observe them is his religion. Prejudice and jealousy are 
unknown to him only as he sees them practiced by those whom he 
pities rather than -hates. He understands that "to err is human," and 
with a great, loving heart he leads the erring where they will for them- 
selves discover wisdom. If punishment at any time becomes necessary 
it is given for the good of the wrong-doer, and in the same spirit in 
which we would stop a passenger train from running over an embank- 
ment, and with no thought of the satisfaction of injured dignity. In 
his zeal to do the work which his Master has laid on his heart, self is 
forgotten, and he has " charity for all and malice toward none." 

4. The educator does not teach to live, but he lives and desires to 
live in order to teach. He knows that each boy is born with definite 
limited possibilities ; that the extent of his advance along the line of 
his possibilities will depend upon his own activity as related to his en- 
vironments; and with the care and precision with which a great surgeon 
performs a difficult operation, he directs the growth of the body, mind, 
and character toward the attainment of its high destiny. He sees in 
each pupil possibilities unseen by others. While the pupil is yet quite 
unconscious of his powers, the educator with still greater accuracy than 
the parents who gave life to the boy, determines the natural bent of his 
powers, and gently guides him to the discovery of himself. And what 
a glorious discovery! He needs little else to complete his school educa- 
tion. He now knows himself and is conscious of his strength and of 
bis weakness, and with the faith, hope and zeal of a Columbus, he jour- 
neys in the direction of his greatest possibilities. Difficulties, lack of 



Quarter -Centennial Celebration. 89 

school appliances, and poor teachers are no longer a hindrance to his 
progress. He learns from everything with which he comes in contact; 
he mounts higher and higher as he conquers every obstacle. He has 
caught the spirit of his master, and his soul is on fire for wisdom. No 
force can stop him in his upward flight except death. And will death 
stop him? 

5. The educator knows that knowledge of isolated facts without a 
knowledge of the relationships between those facts, is of little if any 
value; consequently relationships of facts, forces, and laws are constant 
subjects of inquiry, and the student acquires the habit of investigating 
and discovering relationships. The educator comprehends that there 
is no subject of scientific inquiry unrelated to other subjects, and as a 
result no branch of human knowledge is taught without showing its 
connection with other branches of knowledge. The student who under- 
stands the natural relationship between drawing, arithmetic, geometry, 
and algebra, between geography, history, political economy, psychol- 
ogy, and ethics, and other branches related to each of these two lines, 
has a much broader conception of life and its goal, knows more of his 
own environments, and how to utilize them, and make them means to 
accomplish his ends, than the student who has a most exhaustive knowl- 
edge of each separate subject with an incidental or accidental knowledge 
of some undefined connection between all scientific truth. There is as 
great a difference between the instructor in subjects — the ordinarily 
successful teacher and the educator — as between the politician and the 
statesman. The politician studies the sentiments of the people, and in 
any great political movement goes with them. The statesman also 
studies the sentiments of the people, and in a great political movement, 
while he is with and of the people, he leads them up to his political 
faith. He understands the relationships and needs of peoples, and with 
consummate tact he undertakes and succeeds in teaching the people to 
think as he does upon great questions, and defers to them in minor 
matters. The politician has no special conviction except that he de- 
sires popular favor. An instructor may teach text-book geography and 
history without even suggesting the relationship between the two, be- 
cause, perchance, it never occurred to him that the altitude, isothermal 
lines, and other environments, have much to do with the character of 
the people and the nature of their government. In charge of an edu- 
cator, the productions of a country, its commerce, biology, political 
economy, history, psychology, and ethics, naturally grow out of the 
subject of geography, and while these various subjects are not neces- 
sarily pursued at the time, their connections are discovered, and a 
thirst for further knowledge is thus created. 

We conclude, then, that the principal differences between the success- 
ful teacher and the educator are: The educator has — 

(1) Superior gifts as a grant of nature. 

(2) More intense zeal and love of his work — amounting to what the 
ministry denominate "a call to the work." 



90 Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 



(3) A more accurate and extensive knowledge of things, and of the 
laws governing them — cosmology. 

(4) A greater self-control and prudence, resulting from self-knowl- 
edge and a knowledge of causes and effects. 

(5) Greater combining-power, which also results from a broader and 
more accurate knowledge of Nature and her laws. 

(6) The fact that the educator lives and acts what he is, and that he 
is to others his best lesson of God's good-will to man. 

At the close of this address, the presidents held receptions in the office, 
library, and assembly room. A host of the friends of each extended 
welcome and congratulations. 

The graduating class was composed of forty-one members, and the 
exercises were of unusual interest. Mr. D. A. Tear was salutatorian for 
the class, and Miss M. A. Whitney valedictorian. Short addresses 
were made by J. H. Franklin, President of the Board of Regents, and 
G. W. Winans, State Superintendent. 

The banquet in the afternoon has already been mentioned. The 
class and society reunions following were occasions of great enjoyment 
to many. The class reception in the evening was attended by an im- 
mense throng. The Howard Cornet Band furnished the music and 
added much to the pleasure of the occasion. Governor and Mrs. Hum- 
phrey held an impromptu reception in the president's room, and in re- 
sponse to repeated calls his Excellency addressed the company for a 
few minutes in well-chosen and timely words. Fireworks and colored 
lights followed, illuminating the entire campus. The electric bells 
called the classes to their teachers' rooms for a final word together, and 
— the twenty-fifth commencement was over. 



the Original eighteen. 91 



She. Original Sighieen. 



[The following interesting paper was read by Mrs. George Plumb, at the Alumni 
banquet, on Thursday of Quarter-Centennial week, and at once made for itself a place 
in this book. As soon as Mrs; Plumb learned of the proposed history, she cheerfully 
undertook the labor of gathering material for these sketches, and we are all under ob- 
ligations to her for kindly aid in other directions as well.] 

The first Eighteen ! — what memories those words bring np. How 
quickly the mind goes back to the old times, twenty-five years ago. 
How many pictures hang on the wall J I see in them a country new, 
uncultivated, the people poor, our homes a shelter only, some of them 
hardly that, from storm and cold, nearly every one of them in mourn- 
ing for the brave ones that had gone out at their country's call never 
to return. There were no signs of the wealth, culture, and refinement 
of to-day. We had no time for that here. If the wish for the old life 
that we had known came up, it was quickly crowded out by the necessi- 
ties of our surroundings, for many of us had learned to be thankful for 
barely enough to keep us from freezing and starving. No railway trains 
are in these pictures, but instead are covered wagons carrying mer- 
chandise from distant railway and river towns, with a covered spring 
wagon carrying mail and passengers. It came once a week, if the streams 
were not too high. We did not know for twenty-four hours after, that 
President Lincoln was assassinated. How well I remember the morn- 
ing after the news arrived. How we students gathered awe-stricken 
at the school-house, and by common consent, it seemed, took our seats 
quietly, and soberly, as though we were in the actual presence of death; 
and how Professor Kellogg took out the register and called the roll 
without ringing the tardy bell. 

The trains that ran to Santa Fe were huge wagons drawn by six, eight 
or ten teams, and it took months to make the trip. No running down 
to Old Mexico for a vacation trip then. It only took us two weeks to 
attend a four-days session of the State Teachers' Association at Atchi- 
son in '65, and we only used what time we actually needed. 

No street-cars or carriages for students who could not, or were not 
inclined to walk, but instead, Indian ponies, some saddled, some not, 
are ridden by both boys and girls; and in that picture I see them mount 
their ponies at evening, and with merry words and ringing laughter, go 
galloping away as easily and gracefully as the native red man. 

I see no tall churches with vaulted roof, with nave and organ, but in- 
stead were small, plain, white buildings, very plainly furnished; one of 
them boasting a melodeon, and I think one had a parlor organ. 

But the picture is that of the upper room of the old Constitution 
street school-house, at that time the pride and boast of Emporia, seated 
with the settees borrowed from the First Congregational church, a desk 



92 HISTORY OF THE STATE NORMAL SCHOOL. 

borrowed from the county clerk's office, and a chair borrowed from 
somewhere else; windows, through which the Kansas sunshine poured 
in blinding quantities, so that even the strongest eyes quailed before it. 
forcing us to adjourn until we could make, and hang some curtains. 
Blue Holland they were, made by the girls, hung by the boys, and super- 
intended by the principal himself. 

No gas jets illumined our society halls, only a few No. 1 kerosene 
lamps — Nos. _ and 3 not having arrived in Kansas yet. Xo electric 
lights aided us in getting home from the social in the evening of our 
first commencement day. when the rain poured in torrents, and the 
darkness could almost be felt. That first social, we played blind man's 
buff, snap-aud-catch-'em. cross-questions, and several other games: 
somehow we felt as though we scarcely knew just what was expected 
of us. 

I see that bright February morning of a quarter of a century ago. 
The Old Eighteen gathering in from towa and country, some coming 
three miles. A few of us only had met the new principal, and somehow 
we felt that he was not equal to the situation. How deceiving appear- 
ances are sometimes! How lonely we must have looked scattered around 
that room in groups of twos and threes, and how oddly both we and our 
surroundings must have seemed to the young man in front of us. just 
fresh from cultured Bloomington. I wonder now that he did not get 
disgusted and leave, but we thought then that he should feel highly 
honored: and to-day as he sits here and with us sees to what that school 
has grown, and we remember that to him as well as others it owes its 
beginning, I go back to the old opinion. 

But for our hrst eighteen. There were hfteen girls and three boys, 
all but two from Lyon county, and mostly farmers' sons and daughters. 
The most of us were of that age when we really thought that the world 
would hardly move along without us. and really thought we could get 
on the blind side of the new teacher. But somehow we never found it. 
Our free western life had given us the idea that we were to be hampered 
with rules, and in some, to us unaccountable way. robbed of our free- 
dom. We wanted the education, but we did not want too much red 
tape with it. and one thing we learned was. that we could be ladies and 
gentlemen, and still be free. 

First on the roll was Zekviah F. Alles, of Lawrence. She only tar- 
ried with us a short three months, for soon after Lee's surrender a 
white-winged messenger came telling her that "Johnny was marching 
home." and as she knew that meant bridal robes and orange blossoms, 
she left us. and in the golden October of '65 the soldier boy claimed his 
bride. She taught at the Rinker school-house, two and a half miles 
north of the city, and with that school closed her public labors: and to- 
day, as Mrs. John M. Hyde, she lives in this city, surrounded by four 
grown-up sons and daughters. To her. I believe, belongs the honor 
of first sending her own children to her Alma Mater. 

Mary Bat. of Emporia, attended school one year, "when she removed 



the Obiginal eighteen. 93 



•with her parents to Baxter Springs, where she married Mr. B. Ward, of 
Hillsdale. She never taught, but in her quiet way made home pleasant 
for her husband and children (of which there were five) for eleven 
years, and then, in the bright spring-time, came the summons, "Thy 
earth-work is done — come up higher," and the second one of our num- 
ber passed to the eternal spring-time. 

Lauba Btjkns, of this county, who went, altogether one year, never 
has taught. She was married in the spring of '67 to Mr. Joseph Ricka- 
baugh, and lives two miles northeast of the city, where they are engaged 
in farming and small-fruit raising. 

Ellen M. Cowles attended school fourteen months, and then finished 
a term of teaching for Miss Abbie G. Homer, ( our principal having 
decided that she was the one to make his life happy, and with the 
eagerness of youth claimed his bride before her work was done.) This, 
with one other term, closed her life as a teacher. She was married to 
Mr. George Plumb, in August, '67. Her husband is a noted wool-grower 
of this State. Her only other work has been in Sabbath school, in 
which she has worked almost constantly for the last eighteen years, 
either as superintendent or teacher, sometimes filling two places at 
once. 

Olabissa Fawoett went the first year, and three months of the second, 
when sickness took her away. She never taught. She was married to 
W. S. Hunt in November of 1868. In about a year they removed to his 
farm near Arkansas City. But soon consumption, the dread of her 
family, had marked her for his own, and one winter morn, as she lay 
awaiting the summons that all knew was coming, a look of more than 
earthly brightness spread over her features, and the weary spirit passed 
to that land where sorrow never comes. Thus, in December of '72, the 
first one of our number left us. 

Feank E. Gillett writes that all the education he ever acquired in 
school was during the two and a half years he attended the Normal. He 
left to accept a commission from the Government to raise a company 
to fight Indians. The company was raised here, but alas for the dreams 
of those youthful soldiers, instead of covering themselves with glory, 
fighting Indians, they went to Fort Wallace and there blistered faces 
and hands putting up hay for the Government. After that he engaged 
in mercantile business at Cottonwood Falls, subsequently moving to 
Hutchinson. While at the Falls he read law, and after quitting busi- 
ness at Hutchinson, he again took up the study of law from books bor- 
rowed from the library of Judge W. R. Brown, practically educating 
himself in law. He was married in 1870; has practiced law since '76; 
was first elected to the Kansas Legislature from Kingman county in 
'82, and has been elected to each succeeding session, his last election 
being to the State Senate in '88, for four years. He has five children, 
and is living at Kingman. 

Heloise Hunt went to school about two years; then married Capt. 
—7 



94 HISTORY OF THE STATE NOBMAL SCHOOL. 



Jack Armstrong, and moved to Chase county. Afterwards moved to 
Raton, New Mexico, where I think she still lives. 

Emma Hunt, her sister, must have attended about the same length of 
time — possibly a little longer; then removed with her parents to New 
Mexico, where she was afterwards married to a Dr. Ludlum. Her 
present address is Springer, N. M. 

Albert T. MoIntibe attended the Normal two years, but did not 
graduate. Has never taught. Was married to Miss Sarah E. Noe, of 
Hartford, in April, 1870. Is now a market gardener. Present address, 
Arkansas City. 

John F. McLain is the missing link, all efforts to find him having 
proved unavailing. All we know is that he was from Illinois, and at- 
tended school about two years. But whither he went, .whether he has 
won or failed in life's battle, your historian knoweth not. 

Saeah Mantee was with us about two years. She clerked in Miss 
Plumb's book-store awhile, then went to Arkansas City, where she mar- 
ried Mr. Reuben Houghton, after a number of years going to Purcell, 
I. T., where she still resides, dividing her time between her three chil- 
dren and social duties. 

Bettie Maddock was the sweet singer not only of the eighteen 
but of the old forty-two, not one of whom has forgotten the sweet, 
gentle girl who charmed us with her music, and won all hearts by her 
quiet modest ways. Many of those present remember her as she sang 
"Passing Under the Rod," and all the old students will remember how 
she came to the open meeting of our Society in March, 1866, in her 
bridal robes, and gave the song for the last time in public; and as she 
passed out from among us that night to place her hand in that of her 
betrothed, how little did we dream that upon her the rod would soon be 
laid so heavily that the gentle life would break beneath the blow. But 
a few years later her first-born darling was snatched from her loving 
hands by the cruel flames, and though with her sweet patience she bowed 
her head in submission, it was only a few years until the gentle mother 
followed her loved one home. She married M. H. Bates, a druggist of 
this city, and died in Lagrange, Missouri, in 1875. She was the mother 
of four children, two of whom and her husband are with her in summer 
land. 

Mattie J. Nichols, after teaching six years, as shown in the. Alumni 
record, married Dr. C. Humble, a man full of good works. They are at 
present engaged in missionary and church work in Wichita, she being 
a ready helper and a wise counselor. 

Adaline Soule was with us eight months, after which she taught 21 
months at Workman, Waterloo and Duck Creek districts, and at Elmen- 
daro. She became the wife of Mr. M. C. Stark, one of the principal 
business men in Prescott, this State. 

Josie Slocum, of Emporia, was a graduate in the class of '68. Her 
record is given with that of her class. In her early death another is 
added to the dear ones that await us beyond. 



the Obiginal Eighteen. 95 

Ella Spenceb went long enough to fit herself for a first-class 
teacher as her record shows, she having taught two years in the city 
schools here, besides several district schools. She was married to J. 
N. D. Brown, also a Normal student, being the only one of the eigh- 
teen that chose a partner from the School. Six or eight years ago she 
was left with six young children to care for, and bravely has she taken 
up her task. She went to Seward county a few years since, where she 
taught the first school in Fargo Springs. She was asked to run for 
County Superintendent, and was elected, still holding the position. 
Her address is Springfield, Kansas. 

Maggie Spenceb went two and a half years, then taught one term in 
the district just north of town, and married B. F. Hollingsworth in 
February, 1868. Since that time, besides her duties as wife and mother, 
she has found time to superintend Sabbath schools or teach in them, 
also to work in the cause of temperance, using both voice and pen. At 
present she is President of the W. C. T. U. for Seward county, in which 
she now resides. Scant is her portion of this world's goods, yet bravely 
has she struggled to implant in the minds of her children true ideas of 
life. To-day we crown her the first and only grandmother of the old 
Eighteen. 

We come at last to the one ungathered rose, the last though not the 
least, the baby of the flock, Mattie P. Spenceb. Still we do not 
feel like condoling her because ungathered, as we look at her to-day 
standing proudly forth, a self-made woman, an honored member of the 
faculty of our old Alma Mater; we do not feel like saying with the poet: 

"It pains me much to see 
One ungathered rose 
On my ancestral tree," 

But rather, in lieu of orange blossoms, hasten to crown her with the lau- 
rel wreath as queen of our Eighteen. She entered the School when only 
fourteen years old, graduating in '69. Her record is also given with her 
class. 

Thus ends my history. And as I see the School of to-day, grown from 
that small beginning, I feel that, justly proud as you are of your num- 
bers, your faculty, and your surroundings, you can still be proud of 
your old Eighteen. For, though few of us have become famous, the 
most of us have tried to live so that the world shall be the better for 
our having lived in it. Mayhap some one may one day say this of some 

of us: 

"Within this lowly grave a conqueror lies, 
And yet the monument proclaims it not." 



96 HI 8 TOBY OF THE STATE NORMAL SCHOOL. 



gome ^eminisQenees. 



Much that is best in history must remain unwritten. Records, 
statistics, lists of names, need some vivifying touch to transform them 
into pictures of life. To those who have lived in the midst of scenes 
recorded, what multitudes of memories come crowding up to fill the 
spaces between the lines. These pages, at best, can reproduce but little 
else than summaries of facts, cold chronicles of events. The hopes 
and aspirations of successive generations of students, their struggles 
for intellectual supremacy in the arena of society, hall and class-room, 
the sterner struggles of many an unrecognized hero with poverty and 
early disadvantages in the effort to win an education, the generous 
free-masonry of student-life — always existent here — that has con- 
tributed so much to make such efforts successful, the fun the boys and 
girls have had, the partnerships for life, the friendships formed, to 
which, as the years slip by, they now look back so tenderly ; the quiet 
influences that have meant so much in personal character, the songs we 
used to sing, the jokes that meant so much to us then, the familiar 
names by which we learned to greet each other, the jolly hours, the 
toilsome ones — could the walls have speech, or could voices come back 
to us from the times " before the fire," from beneath many a roof in 
Emporia some contribution could come to make this record complete. 

All around us is Normal School history. The name of the historic 
places is legion. There is the old stone boarding-hall — the first one — 
on Exchange street, just south of the Christian church, where the stu- 
dents of the sixties doubtless greeted each other with a cross-fire of 
pleasantry differing little from that which has enlivened the "Hoxie," 
the "Rybolt," the "Armor," the "McBride," and other clubs of later days. 
Then the Commercial street boarding-halls, the one located just south 
of the Episcopal church, the other on the corner opposite — what a 
feature they were in the school-life of the seventies ! The east board- 
ing-hall for a time was occupied solely by young men, the west one by 
young ladies, until the increasing number of the latter taxed the gal- 
lantry of the boys, and forced them to seek shelter elsewhere. Then 
they scattered in groups about town. A few hardy ones for a long time 
were domiciled in the old Cambrian house, on Commercial street, just 
one mile south of the Normal. There was plenty of economy, much 
self-boarding and high living, intellectually, in those days. Another 
notable place was the building on the northwest corner of Commercial 
and Seventh, the lower part occupied by a marble shop, the upper part 
filled with students. Here, so far as known, originated the first Nor- 
mal School boarding-club. A photograph of that first club, in posses- 
sion of the writer, reveals a colored boy as waiter pouring out water, 



Some Reminiscences. 97 

possibly the most plentiful article of diet known to the institution. 
Another famous student resort was a building on Sixth avenue near 
Market street. Here, upstairs, dwelt many of the most prominent 
students of '75 and '76. Below were the headquarters of the "Tarbell 
Club." Six of the graduating class of '75 spouted their orations be- 
neath those eaves. There were also found several of '76, and others 
whose names are on the roll of subsequent classes. A large proportion 
of the boys of that era, at some time or other in their student history, 
were patrons of the "Tarbell Club." The Bailey house, on Congress 
street, was a successor to these in student popularity. The climax of 
its glory was in '82 and '83, and would you know who dwelt there, turn 
to the alumni record of that period and find a goodly number of rep- 
resentative names. 

But, after all, was not the center of attraction of student-life the 
Normal School boarding-halls in their palmiest days ? For there, 
under the kindly administration of a cultured Christian lady as pre- 
ceptress, a teacher who put heart as well as mind into her work, forty 
young ladies dwelt. How could it be otherwise than a center of attrac- 
tion ? Uninviting enough those buildings seemed from the exterior 
standpoint, set high up on their stone foundations to keep them out of 
the water, (for even in " drouthy Kansas " they were often surrounded 
by water,) with rough outside stairways and bleak, glaring walls ; but 
inside there was a transformation, and many a Normal youth, as appro- 
priate opportunity offered, found himself irresistibly drawn toward 
those home-like boarding-hall parlors, to find there time passing far 
from heavily on his hands. One of the social features of those years 
was the occasional party given at the boarding-halls by the young 
ladies, under the direction of the preceptress. Good cheer always pre- 
vailed, and favored was he who found himself on the list of the invited 
ones. 

Though the students of the Normal School from the beginning have 
always been characterized by a spirit of hard-working earnestness, the 
social side of life has never been wholly neglected. At least once a 
term a reception or social given in the assembly room, with some 
literary exercises or other entertainment, has been an institution from 
the first, doubtless never differing much, either in form or spirit, from 
the Normal socials given by the classes at the present day. One 
feature at least has come down through the years intact ; that is the 
steady tramp, tramp of the promenade through the halls. " Men may 
come, and men may go," but that will "go on forever." 

One of the most notable social occasions, perhaps, in the history of 
the School was the farewell reception given to Prof. H. B. Norton and 
wife at the Normal building at the time of their departure for Califor- 
nia in June, 1875. By the citizens of Emporia on that occasion an 
elegant gold watch and chain were given to Prof. Norton, and on behalf 
of the students was presented a fine album containing photographs of 
the members of the graduating class of that year. In a very feeling 



98 HIS TOBY OF THE STATE NORMAL SCHOOL. 



address of thanks, Prof. Norton, after alluding to the hardships of the 
pioneer times in Kansas as affecting the early history of the School, 
and to the work of L. B. Kellogg, C. V. Eskridge, Rev. G. C. Morse, 
Jacob Stotler, P. B. Plumb, and other Emporians who had been helpful 
in laying the foundations of the School, said that, as for himself, no 
one could ever appreciate how much he owed to the "kindness, appre- 
ciation and good-cheer of the people of Emporia, in the sunshine of 
whose goodness" he had grown happy and strong. 

These words suggest the fact that the people of Emporia have never 
been lacking in hearty interest and pride in the Normal School. In the 
earlier days, when Emporia was a scattered village, though the same 
spirit has existed through all the years, the very nature of things, per- 
haps, made personal indications of interest more manifest than now. 
No stranger came to the place but must be taken to see the Normal 
School; very often, parties of resident ladies would spend the day at 
the institution; and always the meetings of the literary societies, the 
oral examinations at the close of the term and other public occasions 
were relatively great events in the community. The Literary Union 
was accustomed to give an annual exhibition — "Penetralia," the exer- 
cises were called — usually in the old stone Methodist church, on the 
same site as the present First M. E. Church (then the largest audience 
room in town), always to a crowded house. Trained by Prof. Kellogg, 
they took greatly to Shakesperian readings in those days, and always 
an accompaniment of the exercises was a poem by Prof. Norton, whose 
versatility enabled him also to take charge of the music. Stirring po- 
litical times those were, and stirring questions were chosen for debate, 
as the records show — such themes as the impeachment of Andrew 
Johnson, and the policy of reconstruction — debates that were hotly 
contested with genuine Kansas fervor. One of these occasions, when 
an admission fee was charged, netted for the enterprising Literary 
Union people $150. Another was made memorable by an exceedingly 
interesting finale — the marriage, as the closing exercise, of the princi- 
pal of the School and one of the lady teachers. Such things happened 
in the earlier days. 

As from time to time, Emporia has been made the meeting-place of 
various organized bodies, educational, religious and professional, they 
have always found a welcome at the Normal School, and some very 
pleasant episodes of Normal School history are to be recorded in con- 
nection with these visits. In 1869 a very successful State Teachers' In- 
stitute was held in the Normal School building, under management of 
the Normal faculty ; in June, 1877, the State Teachers' Association 
held its session at the Normal School ; the State Editorial Association 
met here in 1882 ; and at different times nearly all of the great religious 
bodies of the State have received the courtesies of the institution. In 
1874 the Grand Lodge of Odd Fellows visited the Normal School in a 
body, and the occasion is especially to be remembered from an address 
delivered by one of their number, then State Superintendent, H. D. 



Some Reminiscences. 99 



McCarty. A very pleasant circumstance that will be recalled by 
students of that time, in connection with a reception given to the 
M. E. Conference in 1876, was the address of Bishop J. T. Peck, with 
his humorous references to a boy and girl of his knowledge in earlier 
years, who proved to be Dr. and Mrs. Pomeroy, then members of the 
faculty, whose teacher he had been. The members of the Academy of 
Sciences, at their session in 1886, found interested and appreciative 
friends and listeners among the students of the Normal School, as the 
seniors and juniors who were present at the banquet can testify, their 
subsequent banquet being excellent evidence of their appreciation of 
the ways of the "grave and reverend seigniors" who had preceded 
them. The 1889 reception to the members of the Grand Army of the 
Republic should also find a place in permanent Normal history. 

The mention above of the farewell reception to Prof. Norton, calls 
to mind an event which occurred in the week preceding — an event 
invested with all-absorbing interest for a large number of Normal 
School boys of that time. It was the first competitive examination 
given in this — then the third — congressional district by Congress- 
man W. R. Brown for the West Point cadetship. How the martial 
spirit of the boys was roused; what unexpressed ambitions were quick- 
ened in their hearts; how well prepared they were to appreciate the 
cartoon which some clever student artist tacked upon the Normal en- 
trance on the day of the examination. It was the figure of a youth, 
with eye flashing and form erect, proceeding to that scene of intellect- 
ual conflict, while from his mouth were emanating the words, "West 
Point, or bust." How well prepared were all save one — that one the 
most quiet and unassuming of all, now Lieut. C. M. Truitt, of the 
United States army — to appreciate also the cartoon they found as they 
left the building. It was the same youth, with dejected bearing, de- 
scending the steps, while underneath was this inscription, " Busted." 
A number of the events occurring about that time — for there were 
some stormy scenes in the student-life of the seventies — found appro- 
priate commemoration at the hands of the same artist, and one or two 
other quite gifted young disciples of Nast. 

One of the scenes that should not be forgotten, since "he who plants 
a tree is a benefactor to his race," is the first Normal School arbor day. 
It was in the spring of 1876, and was a spontaneous movement of the 
students, who, unprompted by any governor's proclamation, with merry 
ceremony filled the campus in front of the building with trees. Each 
one was carefully located and named, and many seemed to thrive for a 
time; but, alas for the permanence of human hopes! if any did survive 
the scorching heat of the fire of '78, they cannot at this day be iden- 
tified. 

But these rambling reminiscences, already too extended, must find 
some appropriate close. Many things else might be recorded, but 
perhaps that which is written will serve its full purpose if it calls to 
the minds of those whose lives are interwoven with the past of the 
Normal School many things unrecorded. 



100 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 



The students of the earliest days will recall the history they were un- 
consciously making as they met in that upper room on Constitution 
street. The Model students of '76 will repeat with pleasant memories 
extracts from Longfellow's Hiawatha; many of the older students of 
that time will turn their thoughts to the memorable farewell social of 
1876, in the Congregational church; those of two or three years later 
will recall the stirring scenes of the fire, the meeting in the Methodist 
church the morning after, the sessions of school in the old boarding- 
halls, and the joy of those who, having stood bravely and patiently by 
the School in the time of its calamity, were permitted prophetically to 
sing, "Still there's more to follow," or the morning when a permanent 
home was found again in the new Normal building. Even the kinder- 
gartners will have their memories; the kindergarten hack that used to 
transport them will not be forgotten. Each period in the history of 
the School has its own associations — 

"Each heart recalled a different name, 
But all sang Annie Laurie." 

So the spirit of reminiscence will awaken in the mind of each some 
different train of thought, some special scenes and faces, while, let us 
hope, that, even though smiling faces may look through tearful eyes,, 
because of the mingling of joy and sadness inseparable from all such 
recollections, there will be found all hearts uniting in the sentiment of 
unswerving devotion and love for that name around which all the 
memories cluster — "Our Normal School." 



LANDS. 101 



J^ands. 



ENDOWMENT. 

What is known in Kansas history as the "salt lands" is seventy-two 
sections which the State asked of the General Government in the fol- 
lowing language of the ordinance which precedes the Wyandotte con- 
stitution : 

"Sec. 5. That all salt springs, not exceeding twelve in number, with six sections of 
land adjacent to each, . . . shall be granted to the State for works of public im- 
provement." 

These lands were granted by Congress "to be used or disposed of on 
such terms, conditions and regulations as the Legislature shall direct." 
No conditions about "public improvement" were made, but even if the 
lands had been received for the purpose specified in the ordinance, they 
surely could have been used in no way for the public improvement bet- 
ter than by founding a normal school to give efficiency to the great 
public-school system. 

An Act to establish, locate, and endow a State Normal School. 

Section 1. That there be and is hereby established and permanently located at the 
town of Emporia, in Lyon county, a State Normal School, the exclusive purposes of 
which shall be the instruction of persons, both male and female, in the art of teach- 
ing, and in all the various branches that pertain to a good common-school education, 
and in the mechanical arts, and in the arts of husbandry and agricultural chemistry, 
and in the fundamental laws of the United States, and in what regards the rights and 
duties of citizens: Provided, That a tract of land not less than twenty acres, adjacent 
to said town of Emporia, be donated and secured to the State, in fee simple, as a site 
for said Normal School, within twelve months from the taking effect of this act. 

Sec 2. That the Governor of the State is hereby empowered to appoint three com- 
missioners, which commissioners, or a majority of them, shall meet at Emporia afore- 
said on or before the first day of September, 1863, and having taken an oath to faithfully 
discharge their duties, shall proceed to select the aforesaid site, and see that a good and 
sufficient deed be made to the State for the same, which deed shall be duly recorded in 
the records of the recorder of deeds for Lyon county aforesaid, and deposited with 
the Auditor of State; and on the site thus selected by the commissioners aforesaid the 
State Normal School shall be forever located; and said commissioners shall make a full 
report of their proceedings to the Governor on or before the first day of January, 1864. 

Sec. 3. That all lands granted to the State of Kansas, and selected by said State, ad- 
joining, or as contiguous as may be to each of the salt springs belonging to said State, 
and granted by the fourth subdivision of the third section of an act of Congress entitled 
"An act for the admission of Kansas into the Union," approved January 29, 1861, save 
and except the salt springs; and the section of land upon which each of the said salt 
springs are located, and one additional section, are hereby set apart and reserved as a 
perpetual endowment for the support and maintenance of the Normal School estab- 
lished and located by this act. 

Sec. 4. That all moneys derived from the sale, rent or lease of the lands aforesaid, 
shall be invested in stocks of the United States, the State of Kansas, or some other safe 
and reliable stocks, as the Legislature may determine, yielding not less than six per 
centum per annum upon the par value of said stocks, and that the money so invested 
shall constitute a perpetual fund, the principal of which shall remain forever undi- 
minished, and the interest of which shall be inviolably appropriated by the Legislature 



102 HISTOBY OF THE STATE NOBMAL SCHOOL. 



of the State of Kansas to the support and maintenance of the Normal School estab- 
lished and located by the provisions of this act, and to the further purpose of con- 
structing and keeping in repair a suitable building or buildings for the said Normal 
School; but to no other purpose or purposes whatever. 

Sec. 5. The Legislature, may, at any time, alter, amend or repeal this act, but such 
alteration, amendment or repeal shall not cause a removal of said Normal School, nor 
operate as a diversion or diminution of the endowment fund herein provided for. 

Approved March 3, 1863. 

The following act concerning the sale of lands was passed at the 
time the first appropriation was made for a building: 

Section 1. The board of directors of the State Normal School are hereby authorized 
to sell, as hereinafter provided, the lands set apart for the support and maintenance of 
said School, in pursuance of an act entitled "An act to establish, locate and endow a 
State Normal School," approved March 3, 1863, at a price not less than one dollar and 
twenty-five cents per acre, the one-third in hand and the remainder in two equal in- 
stallments from the time of sale; and in the sale of timber lands, the one-half of the 
purchase-money shall be paid at the time of sales, and the balance in two equal annual 
installments, with interest from the date of said sale at the rate of ten per cent, per 
annum, the interest to be paid annually in all cases; and in the event of a failure on 
the part of the purchaser or purchasers of any of the land aforesaid to pay the interest 
or installments as they become due and payable, he or they shall forfeit the amount of 
purchase-money and interest paid on the sale of the said lands aforesaid, and the title 
to said lands forfeited as aforesaid shall revert to the State, for the use and purposes of 
said School, as fully and effectually as if the same had never been sold ; and on the pay- 
ment of the purchaser or purchasers of the whole amount of the purchase-money and 
the interest of any of the lands sold as aforesaid, the Governor of the State of Kansas 
shall be required to issue a patent, signed by him and attested by the seal of the State, 
vesting in the purchaser or purchasers the title in fee simple to the lands so sold as 
aforesaid. 

Sec. 2. The said board of directors are hereby authorized and empowered to appoint 
an agent to sell said lands in pursuance of the provisions of the first section of this act, 
who shall have power to make and execute contracts for the sale of the lands afore- 
said, to receive and receipt for all moneys arising from the sale of such lands, and to 
do and perform everything necessary to comply with the provisions of this act, but 
who shall at all times be subject to the control and direction of the board of directors, 
and shall receive such compensation for his services as shall be allowed by said board. 

Sec. 3. The said agent, before entering upon the duties of his office, shall take an 
oath to faithfully discharge his duties as such agent, and shall execute a bond to the 
State of Kansas, with two or more sureties, to be approved by said board of directors, 
in the penal sum often thousand dollars, conditioned that he will faithfully discharge 
his duties as such agent, and pay over, on receipt of the same, all moneys received by 
him,, to the treasurer of said board of directors, which bond shall be filed in the office 
of Secretary of State. 

Sec. 4. So soon as the amount appropriated by the State for the purpose of erecting a 
building for said Normal School shall be realized from the sale of the lands aforesaid, 
it shall be the duty of the treasurer of said board to reimburse the State in the amount 
advanced by the State for the purpose aforesaid, and the balance realized from the sale 
of said lands shall be applied, under the direction of the board of directors, for the sup- 
port and maintenance of said School; and all orders upon the treasurer shall be signed 
by the president and secretary of the board, and, in case there should be any balance 
remaining in the treasury at the end of each year, after reimbursing the State, as afore- 
said, and defraying the current expenses of said School, the same shall be invested by 
the treasurer, under the direction of the board of directors, in State or United States 
stocks, or in such other manner as will best subserve the interest of said School. 

Sec. 5. Whenever any purchaser or purchasers shall have paid the whole of the pur- 
chase-money on any lands sold in pursuance of this act, the secretary and treasurer of 
said board of directors shall certify the same to the Governor, which shall be sufficient 
evidence to authorize him to issue a patent to said purchaser or purchasers. 

Approved February 26, 1866. 



LANDS. 103 



The records of the board of directors do not show anything to have 
been done about the lands until the meeting of June 20, 1866, when it 
was voted to make provision for their sale, and the executive commit- 
tee was authorized to "employ a suitable person to appraise the land 
preparatory to offering it for sale in the smallest legal subdivisions of 
forty acres, and make a full and complete statement of the same as to 
numbers, quality, whether timber or prairie, upland or lowland, if 
prairie how far from timber and water, how near to stone quarry, what 
slope, etc." Hon. H. D. Preston was appointed to make the appraise- 
ment, and his report was accepted at the meeting a year later. 

It was evidently the intention then to sell the lands at once, for the 
executive committee reported at the meeting in January, 1867, that 
they would probably all be disposed of during that year — a mistaken 
guess, as matters turned out. 

The " one additional section " which the act of 1863 reserves to the 
State besides the section on which the salt spring is located seems, on 
account of the ambiguity of the language, to have been difficult for the 
commissioners to choose, and the board of directors as early as 1868 
recommended that the Legislature settle the matter by granting that 
section also to the State Normal School. This recommendation was 
renewed in 1869, and in that year the following law was enacted: 

An Act supplemental to an act entitled "An Act to establish, locate and 

endow a State Normal School." 

[Took effect March 1, 1869.] 

Whereas, It appears by the act establishing the State Normal School, that all the salt 
lands belonging to the State were set apart for its "perpetual endowment" save and 
except the salt springs, and the section of land upon which each of the said salt springs 
are located, and one additional section ; and 

Whereas, For the purpose of more clearly designating the lands belonging to said 
School, and the section of land reserved and belonging to the State: 
Be it enacted by the Legislature of the Stale of Kansas: 

Section 1. That the "one additional section" of the said salt lands referred to in 
section three of the act to which this is supplemental, be and the same is hereby 
granted to the State Normal School as a further endowment, upon the same terms, con- 
ditions and restrictions applicable to lands heretofore granted to said School, reserving 
to the State exclusively the sections of land upon which each of the twelve salt springs 
are designated. 

The first meeting of 1870 found the lands still unsold, and the ques- 
tion of their disposal was left to the discretion of the executive com- 
mittee. For a long period now there is little of interest recorded about 
the lands, except what pertains to the well-known "Bancroft trouble." 
This is one of the saddest pages in the whole history of the institu- 
tion. Mr. Bancroft had been a man of unblemished reputation in the 
community, and had, as his sketch elsewhere shows, the record of a long 
and honorable career. The first item found about Mr. Bancroft's con- 
nection with the Normal lands is an advertisement in the Emporia News 
of October 2, 1868, saying that he has for sale sixty sections of these 
lands. This is a little overdrawn, for the Normal had not at that time 
obtained so many sections, unless we count the "one additional section," 



104 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 



which was not then granted. As early as 1873, the minutes of the 
regents show it to have been "ordered that the executive committee be 
authorized to employ Major E. P. Bancroft as agent for sale of Normal 
School lands, provided he can be had on satisfactory terms." During 
the four years which followed, a term including the grasshopper plague, 
there seemed to be no market for the lands, and the subject of their 
sale was not discussed. In the meantime the membership of the board 
had changed greatly, and doubtless the previous action had been for- 
gotten, for when at the regular meeting of the board November 16, 1876, 
realizing the necessity of making the endowment available, the Regents 
discussed plans for putting the Normal lands upon the market at the 
earliest day practicable. The minutes record that "Major E.P.Bancroft 
was appointed land commissioner for the sale of the lands, the de- 
tails to be arranged with him by the executive committee." He assured 
them that he held a commission as agent, dated 1872. The minutes of 
the Board show no such an appointment. Mr. Bancroft himself was 
secretary at that time, and the records of the period are not in an 
entirely satisfactory condition. There was no demand for the lands, 
and nothing further was done at that time. It had been understood all 
along that none of the Normal School lands had been sold, but just 
prior to the special meeting of the board called for March 21, 1877, one 
of the regents in consulting the books at the State Auditor's office, dis- 
covered the sale of a tract of Normal School land by Mr. E. P. Bancroft, 
the patent for which had been illegally given upon Mr. Bancroft's cer- 
tificate. At the same time the knowledge of Mr. Bancroft's irregularities 
came to the board for the first time from parties living on lands near 
Salina, and holding Bancroft's contracts, who had been alarmed because 
parties having recent prices direct from the board had come to view the 
lands for purpose of purchase. Regents Crichton and Wright were ap- 
pointed to report at the regular meeting in June next. The inquiry 
of the committee discovered that Mr. Bancroft had sold several tracts 
of land and appropriated the money to his own use. On settlement 
being demanded, he made a certified report and turned over to the 
Board of Regents the sum of $2,828.68. Further investigation showed, 
however, that he had made a fraudulent report, and that he was con- 
tinuing to receive money and to transact business when parties were 
not advised as to his suspension from office. Suit was promptly in- 
stituted. 

Hon. Willard Davis, Attorney General of the State, and Hon. Almerin 
Gillett, of Emporia, assisted Regent Crichton, attorney of the board, 
in the prosecution which resulted in his conviction in September, 1878, 
and sentence to five years in the Penitentiary. The annoyances and 
losses of the Bancroft embezzlement continued to disturb the regents 
for some years. Even as late as 1886 a communication was received 
asking their consideration of some matter pertaining to the old trouble. 
The last action recorded as taken on the subject was July 15, 1881, when 
it was resolved that all further claims for reimbursement must be made 



LANDS. 105 

by October 1, in order to secure any attention. The Legislature had in 
March, 1881, authorized the board to give credit on contracts for amount 
paid Bancroft after the revocation of his commission, together with 10 
per cent, interest thereon from the time of such payment. At the 
board meeting of March 17, 1881, about $600 of such claims were passed 
upon, and the additional amount was probably not great. The board 
had, in its report to the Governor for 1878, estimated the loss to the 
institution at not to exceed $6,000, and it is not probable that future 
claims carried the amount much above that estimate. 

Mr. Van R. Holmes was, in June, 1877, appointed agent to sell the 
Normal lands, and he, in connection with Regent Crichton and others, 
reappraised them. The highest appraisement reported at this time 
was $6.25 an acre, and the lowest $3, that being the minimum fixed by 
law. Mr. Crichton, on his return from viewing the lands, reported that 
it would be a long time before they could all be sold at $3 an acre, and 
he expressed doubt as to whether it could ever be done. The lands were 
again appraised in 1881, and were still kept on the market. In 1883 
the regents voted to lease the lands yet unsold, by the year, at the rate 
of $50 per section, reserving the right to sell at any time. In the sum- 
mer of 1884 there remained of the lands thus far granted 7,520 acres 
unsold. This was all closed out at one sale at the price of $3.50 per 
acre. It was believed that such a sale in bulk was necessary in order 
to dispose of the poorer lands at a price above the minimum. There 
was considerable criticism in some quarters, and the Attorney General 
of the State was directed to bring suit to cancel the contract, under the 
plea that the sale was without proper authority. The case was decided 
in the Lyon county court in 1888, and the sale pronounced valid. 

The twelve sections on which salt springs had been said to exist were 
held by the State long after all idea of their being specially valuable 
was given up. Efforts were made from time to time to secure this 
land for the Normal endowment, but none succeeded until the special 
session of the Legislature in 1886. At that time there was a strong 
local sentiment in favor of selling the lands in some way so as to make 
them subject to taxation. Strongly supported bills were introduced 
to give them to the common - school fund, to use them for a State 
geological survey, and to appropriate them to several other worthy 
purposes; but the vigorous efforts of Senator Kellogg and Representa- 
tive Buck, of the Emporia district, aided by other valued friends of 
the School, secured them for the endowment, thus making seventy-two 
sections in all, the same number as was given by the State constitution 
to the State University. It was fortunate for the Normal that this ad- 
ditional grant was made at this time. The growth of the institution 
demanded the addition of at least two members to the faculty. The 
regents had not for years asked any appropriations for salaries or inci- 
dentals, but without the additional endowment this must have been 
done now, if the School was to meet the demands which the growth 
of the State made upon it. This grant being made, the School could 



106 HIS TOBY OF THE STATE NORMAL SCHOOL. 

do its work by the help of appropriations for fuel, repairs, library ap- 
paratus, and permanent improvements in general. 

An Act to further endow the State Normal School, and to provide for 
the sale of certain state lands. 

Whereas, The regents of the State Normal School represent in their report to the 
Governor that if the twelve sections of land mentioned in section one of this act were 
added to the present endowment of the State Normal School, and the State would an- 
nually thereafter provide fuel, water, gas, and permanent improvements, that no further 
appropriation would be necessary for salaries or incidental expenses for said Normal 
School: therefore, 
Be it enacted by the Legislature of the Slate of Kansas: 

Section 1. That the lands known as the salt-spring lands ... be and the same 
are hereby granted to the State Normal School as a further endowment. 

Approved February 15, 1886. 

The law authorized the Governor to appoint commissioners to ap- 
praise the land, and he named Messrs. D. W. Finney of Woodson, A. 
L. Voorhis of Russell, and J. F. Billings of Clay. The appraisement 
ranged from 50 cents an acre for the poorest to $50 an acre for the 
best that had been improved, and must in its sale pay the settlers for 
their improvements. All the lands of these twelve sections were sold 
to the highest bidder, time and place of sale having been advertised 
in the newspapers of the State. Regents Caldwell, Franklin, and 
Warner, members of the board living in the northwest part of the 
State, where these lands were situated, had charge of the latter in be- 
half of the board, and these gentlemen deserve commendation for get- 
ting a good price for the land, and making the sale without giving 
anybody cause or grounds for criticism. 

The rate of interest on deferred payments on land sales was at first 
fixed at ten per cent., but on recommendation of the board it was, by 
act of the Legislature in 1882, reduced to seven per cent, on future 
sales, with the privilege of changing to that rate on sales already made. 
In the earlier years, all payments of interest and principal for the lands 
were made to the regents or their agent, but now the settlements are all 
made with the State Treasurer. The regents, nevertheless, continue to 
have the general oversight of the endowment, and such questions as 
what shall be done with those who fall in arrears with their payments 
on land frequently come before the board, and will be likely to come 
more or less until all the payments have been turned in to the State 
treasury. The policy of the board has been to conserve the best inter- 
est of purchasers and of the State, and the sale of Normal School lands, 
after all the years of delay and vexation, will at last leave in the hands 
of the State School Fund Commissioners for investment a much larger 
sum than if the lands had been promptly taken when, at a minimum of 
$1.25 per acre, they were first offered for sale. 

SITES FOE BUILDING. 

As may be seen in section 1 of the first act concerning the Normal, 
the establishment of the School was conditioned on the gift of a tract 
of twenty acres within twelve months as a site. The Governor ap- 



LANDS. 107 

pointed as commissioners to select this land, State Superintendent 
Goodnow, H. W. Fick, and Leroy Crandall. Mr. Fick himself made 
the only offer of a free site which was submitted to the board, and in 
August, 1863, deeded to the State of Kansas a tract of land forty rods 
wide and eighty long, extending from East street to what is now known 
as Peyton avenue, the north side being twenty-one rods south of the 
line of Twelfth avenue. What is now known as East Lake is in the 
western portion of the site, and the Missouri, Kansas & Texas railroad 
crosses the west end. 

When the question of securing a building by State appropriation 
was being agitated, the inquiry came up as to whether the site already 
chosen was the best that could be had. The Emporia Neivs of Decem- 
ber 2, 1865, says that parties owning forty acres of the school section are 
willing to donate twenty acres, and suggests that this would be a more 
desirable location than that at the head of Commercial street. The 
location of the building in accordance with this suggestion would have 
placed it somewhere south of Sixth avenue and west of West street. 
This site doubtless would have included ground over which the Santa 
Fe railroad has since crossed. 

The land at the head of Commercial street was the property of Giles 
F. Filley, Esq., of St. Louis, well known throughout the country now 
as the manufacturer of the "Charter Oak" stoves. Mr. I. E. Perley 
visited Mr. Filley and secured from him the donation of twenty acres, 
a tract twenty rods wide, and extending north from the head of Com- 
mercial street one-half mile. Upon learning that the Legislature had 
voted to change the site to this place, Mr. Filley made a deed, March 
20, 1866, conveying the land to the State of Kansas "as a site for the 
State Normal School," the deed being made just one month before the 
board adopted plans for the building. In July, 1889, Mr. Filley, in 
order to place the site completely at the disposal of the State without 
question as to its title, gave an additional deed quitclaiming the same 
site without specifications as to its use. 

Some question as to the validity of the State's title to the site was 
raised in the Legislature on another consideration, when, in 1872, the 
bill was introduced for the erection of a new building. At that time, a 
suit was in court testing the title of the "Indian float," which had been 
bought by the Emporia Town Company, and located on section 11, the 
"float" being the basis of Mr. Filley's title, and of all the titles in the 
city of Emporia north of Sixth avenue. The town company was de- 
fending the suit and eventually won it, but the friends of the School 
removed all shadow from its title at once by obtaining a quitclaim 
from Barzillai Gray, the contestant. The first deed from him, dated 
March 4, 1872, was conditioned on the State's spending fifty thousand 
dollars in the erection of a building. This being unsatisfactory, a new 
quitclaim, entirely without conditions, was made on the 28th of the 
same month. 

Before this time the site had been fenced by the State, and the only 



108 HIS TOBY OF THE STATE NOBMAL SCHOOL. 



items of interest in the subsequent history are plans for grading, plant- 
ing trees, and draining, instructions to lease pasture, repair fence, etc. 
The only fault to be found with the site is the fact that the grounds 
are not so wide from east to west as could be wished, and it would be a 
great convenience to the school to add land on one or both sides. 

An Act to change the location of the State Normal School, at Emporia. 

Section 1. The location of the State Normal School is hereby changed to the piece 
of land adjoining the town of Emporia, and described as follows: Commencing at a 
point six and one-half rods east of the center of section ten, in township number nine- 
teen south, of range number eleven east, in the county of Lyon and State of Kansas; 
thence north one hundred and sixty rods; thence west twenty rods ; thence south one 
hundred and sixty rods; thence east twenty rods, to the place of beginning, contain- 
ing twenty acres: Provided, That within three months from the approval of this act, a 
deed in fee simple, conveying the above-described piece of land to the State of Kan- 
sas, as a site for the State Normal School, shall be executed and duly recorded in the 
office of the register of deeds for Lyon county, and filed with the Auditor of State. 

Sec 2. The Auditor of State is hereby required to convey, by good and sufficient 
deed, in the name of the State, to Henry W. Fick, the piece of land heretofore deeded 
by him to the State as a site for the State Normal School. 

Approved January 15, 1866. 



BUILDINGS. 109 



Buildings. 



1865. 

The same Legislature that enacted the law establishing the Normal 
School passed a special act authorizing District No. 1, Lyon county, to 
vote bonds for the erection of a school-house. This bonding law is 
memorable as furnishing the plan which, on the suggestion of State Su- 
perintendent Goodnow, was afterward enacted as a general law. 

The district voted six thousand dollars of bonds, and during the sum- 
mer of 1863 the contract was let, John Hammond, the builder, after- 
ward so closely identified with the Normal, having the contract for the 
carpenter work. This building, when completed, was said to be the 
finest in the State outside of Leavenworth, and the upper room was fre- 
quently used for church services and other public meetings. The lower 
floor was occupied by the Emporia public schools in January, 1864, 
and the other floor was, at the annual meeting in June, unanimously 
offered for the use of the Normal School, Hon. C. V. Eskridge introduc- 
ing the resolution. The first meeting of the Normal board accepted 
with thanks the "comfortable, commodious and beautiful school-room 
finished and furnished," and the Normal occupied the room soon after. 
The building now appears as shown in the frontispiece, being still in 
good repair and used for some of the primary grades of the city schools. 

At the close of the first term, in June, 1865, the board, having deter- 
mined to employ an assistant teacher, authorized the executive commit- 
tee to provide a recitation-room with whatever means might be at their 
disposal. As the school had no funds for this purpose, the committee 
was compelled to look to its friends for help. Mr. John Fawcett, a lib- 
eral-minded citizen whose children were attending school, was so much 
interested in the success of the institution that he erected a one-story 
frame building, fourteen feet by twenty, a short distance south of the 
main building, and gave the School the free use of it. They had a plank 
walk to connect them, and this building was used in the fall of 1865 and 
all of 1866 for all recitation outside of the assembly room, except an oc- 
casional recitation by that first graduating class which was sometimes 
crowded into one of the cloak rooms at the east end of the large building. 

1867. 
On the day after the Governor signed the bill appropriating money 
for the erection of a normal-school building, the directors assembled at 
Topeka, and proceeded to discuss plans for the structure. What was 
called Lescher's plan was adopted, and Principal Kellogg was sent to 
Lawrence to secure the full specifications. The superintendent of the 



110 History of the State normal School. 

work was E. Borton, and the contractor, John Hammond. The build- 
ing was well under way by mid-summer, and by September the first 
story was completed and the city had made plans to extend the walk 
on the east side of Commercial street to Twelfth avenue. This build- 
ing was occupied by the School in January, 1867, seats and furniture 
having been brought from the building which the School had formerly 
used. In June, the Normal obtained furniture of its own for this 
house, and returned what it had borrowed from the city. "This build- 
ing," says the board of visitors for 1866, "is 40x60 feet, two stories 
high, beside the basement, and crowned by a lofty cupola. The upper 
story is occupied by the main assembly room, capable of seating com- 
fortably one hundred and twenty pupils. It is furnished substantially 
and elegantly. On the second floor are four spacious rooms which are 
intended for Normal recitation -rooms, and for the model school. The 
dressing-rooms are in the basement." The assembly room was at that 
time the best audience room in the city, and there were so many re- 
quests to use it for meetings of various kinds that the board saw fit 
to resolve, in 1868, that it should be used only for objects connected with 
the School. 

After the erection of the larger building, in 1873, this building, con- 
nected to it by a passage-way, was occupied by the janitor for a time 
at least. In 1875-6, two or three rooms were used by the model school, 
and in June, 1877, the president was authorized to "have the use of the 
stone building for residence," the model school doubtless having been 
assigned to quarters in the main building. 

The frontispiece and the view of Commercial street as shown else- 
where in this volume, give an accurate idea of this building. After the 
fire of 1878, its walls were taken down to the ground and then rebuilt 
on the old foundation to the height of one story, making the building 
which is now used for a boiler house. 

The following is the text of the appropriation from which the first 
$10,000 was obtained for the building of 1867: 

Section 1. That the sum of thirteen thousand dollars be and the same is hereby ap- 
propriated to the State Normal School out of any money in the treasury not otherwise 
appropriated, to be expended under the direction of the board of directors thereof as 
follows, to wit : Ten thousand dollars, or so much thereof as may be necessary, for the 
completion of a building to be erected on the site belonging to the State, for the use of 
said School ; three thousand dollars, or so much thereof as may be necessary, to be 
used exclusively for the salaries of teachers. 

Sec. 3. That the above sum of thirteen thousand dollars, or so much thereof as may 
be used for the purpose of erecting said building, shall be taken and deemed a loan by 
the State of Kansas to the State Normal School, to be reimbursed to the State from 
funds derived from the sales of the lands granted and set apart for the support of said 
School. 

Sec. 4. That so soon as the requisite amount, or any part thereof, shall be received 
from the sales of the lands belonging to the State Normal School, the treasurer of the 
board of directors is hereby authorized and required to reimburse the State in the 
amount so borrowed. 

Approved February 7, 1866. 



BUILDINGS. Ill 



The following is the text of the appropriation from which this same 
building was completed: 

Section 1. That the sum of fourteen thousand dollars be and the same is hereby 
appropriated to the State Normal School, to be expended under the direction of the 
board of directors thereof as follows : Five thousand six hundred and fifty dollars, or 
so much thereof as may be necessary, for the completion of the building now in occu- 
pation by the School; fifteen hundred dollars, or so much thereof as may be necessary, 
for furniture and apparatus for the School; four thousand dollars, or so much thereof 
as may be necessary, for teachers' salaries for the ensuing year; for the use and opera- 
tion of a model school, one thousand dollars; for fencing and ornamenting grounds, 
one thousand dollars; for well or cistern, and outbuildings, eight hundred and fifty 
dollars. 

Sec. 3. That all of the aforesaid sum of fourteen thousand dollars not used for the 
payment of teachers shall be taken and deemed a loan by the State of Kansas to the 
State Normal School, to be reimbursed to the State from funds derived from the sale of 
lands granted and set apart for the support of said School by act of the Legislature, 
approved February 26, 1866. 

Sec. 4. That none of the funds derived from the sale of said lands shall be used for 
any other purpose until the loan of the State is paid. 

Approved February 19, 1867, 

1873. 

The need of this building was urgent before the close of Principal 
Kellogg's administration, when the School had an annual enrollment 
of more than two hundred, this being almost twice as many as could 
be seated in the assembly room. There was hope that the Legislature 
of 1871 would provide for a new building, but it did not. In the board 
meeting of December, 1871, State Superintendent McCarty introduced, 
with the preamble that "the great educational demand of our State is 
an increase of better qualified teachers," and that "the present build- 
ing accommodations of the State Normal School are totally inade- 
quate," a resolution "that the executive committee, with the full 
indorsement of this board, be authorized and instructed to ask for an 
appropriation of fifty thousand dollars to erect suitable buildings." 
During the legislative session of 1872, Dr. Hoss, Representative Esk- 
ridge, Senator Stotler, and others in the interest of the School, secured 
a visit of inspection by about a hundred members of the Legislature, 
and the matter was so presented as to secure the passage of the follow- 
ing bill, with comparatively little opposition: 

Section 1. That the sum of fifty thousand dollars, or as much thereof as may be 
necessary, be and the same is hereby appropriated, to be used under the direction of 
the board of directors of the State Normal School, at Emporia, for the purpose of 
building a new Normal School building, in addition to and connected with the build- 
ing now occupied by said institution. 

Sec 2. That no part of said appropriation shall be drawn until the board of di- 
rectors, with the Attorney General, shall have examined into the title of the land upon 
which it is proposed to erect said building, and shall have filed a statement with the 
Auditor of State, that in their opinion the State of Kansas is possessed of a good and 
valid fee-simple title to said land. 

Sec 3. That no part of the money appropriated by this act shall be drawn until the 
city of Emporia shall have by its mayor and council authorized the issuing of bonds 
of said city in a total sum of not less than ten thousand dollars, payable at such time as 
said city council may determine, not exceeding ten years from the date of such bonds. 
The proceeds of such bonds to be expended under the direction of the board of di- 



112 Hi 8 TOBY OF THE STAT& NORMAL SCHOOL. 



rectors to aid in furnishing and finishing said building; and said mayor and city 
council are hereby authorized to issue such bonds and provide for the payment thereof 
and the interest thereon. 

Approved February 12, 1872. 

The work of preparing plans and specifications was at once begun. 
The plans of three different architects were brought prominently be- 
fore the board. One proposing a building with a simple rectangular 
ground plan and a plain exterior, appearing something like the build- 
ing of 1865 but of course larger, was urged with considerable vigor, 
but is not mentioned in the records of the board. The drawings and 
specifications submitted by J. G. Haskell, Esq., provided for a very 
handsome building, and were received with some understanding that 
gave him a claim for remuneration which was afterward recognized. 
The question whether the building should be of brick or of stone was 
discussed for a long time with a great deal of warmth, but was defi- 
nitely settled by a vote of the board in favor of brick with stone base- 
ment and trimmings for the principal windows, the plans of E. T. Carr, 
of Leavenworth, being adopted. The contract was given to McDonald 
& Vangundy, and Charles Wheelock was chosen superintendent of 
construction. The cut of the building in the frontispiece and the 
floor plans of the building of 1880 show quite well what it was. The 
arrangement of the basement was slightly different. The laboratories 
were two rooms, one thirty feet by thirty-one and a half, the other 
twenty-five and a half feet by twenty-eight, and the remainder of the 
north side at the east end was occupied by steam-heating apparatus, 
fuel, etc. The rooms at the southeast and southwest corners were 
called dining rooms. The gymnasium, of the same size and location 
as now, was never finished. The first floor had but one large recitation- 
room on each side of the main corridor, in the central part of the build- 
ing, where there are now two. The second and third floors had exactly 
the plan of 1880, the society halls being the same, the southwest room 
being assigned to the cabinet and the southeast to the library. 

The matter of heating the building was a source of much perplexity, 
and the apparatus for this purpose never proved satisfactory. 

The question of insuring the building was agitated from time to 
time, and the city of Emporia, having invested in the structure one- 
sixth of its cost, was in a special sense interested in this matter. It is 
said that the city council once had under consideration the insuring for 
the amount which the city had donated, but on consulting with under- 
writers, learned that, as the city had no title to any part of the building, 
it could not insure any interest in it. This discussion would, perhaps, 
have been forgotten if it had not been for the calamities that afterward 
fell upon the building. The destructive tornado of April 13, 1878, be- 
sides tearing off nearly half the roof of the stone building, rolled up 
two-thirds of the tin roof of this building and demolished several chim- 
neys, ventilators, and windows. The rain went through the ceilings from 
roof to basement, loosening the plastering and damaging the furni- 
ture. The board borrowed, on their joint note, over $500 to make the 



BUILDINGS. 113 



repairs immediately needed, and asked the Legislature for a thousand 
dollars additional to complete the work. 

On the morning of October 26, 1878, the entire building was destroyed 
by fire. As well as could be ascertained, the origin was in the sponta- 
neous combustion of the coal which had been but recently stored in the 
basement -for the winter's use. Indications of heating had been per- 
ceived about the middle of the month, but the fine coal, collected about 
the window where the entire supply had been thrown in, was removed, 
and the condition reported as safe. Further indications of heating 
were noticed three or four days before the fire, but the heated coal was 
again thrown to the surface, and it was thought that the continued odor 
of gas came from this coal. A former janitor had, when there was evi- 
dence of heating, been directed to wheel all the affected coal out of the 
building, but this precaution was not now considered necessary. The 
president visited the coal cellar at seven o'clock on the evening of the 
25th, and then again at nine, and the fireman made an inspection at a 
later hour, but all seemed safe. It is possible that the change in the 
direction of the wind about midnight, forcing in a strong draft from 
the northeast, while there was mist and sleet and a sudden fall in tem- 
perature, may have hastened the combustion. At three the next morning, 
parties in the city discovered the flames bursting from the basement 
and gave the alarm, but it was too late to stay the progress of the fire. 
The direction and force of the wind were such that much of the town 
was threatened, and, if the neighborhood' of the Normal had been as 
closely built up as now, the fire must surely have spread disastrously, 
there being no system of water works at that time to meet such an 
emergency. Nothing was saved of the Normal property — -library, 
museum, apparatus, all perished — President Pomeroy, who lived in one 
of the buildings, losing his own library and household effects. 

1880. 

During the week following the fire, in 1878, the citizens of Emporia, 
at a public meeting, declared in favor of early steps for the erection of 
a new building. The board, at a special meeting, prepared a supple- 
mentary report to the Governor, which urged that "The State, refusing 
to insure the buildings as requested repeatedly by the board of regents, 
has assumed the place and duties of an insurer," and asked an appro- 
priation of fifty thousand dollars to rebuild and refurnish. State 
Superintendent Lemmon, in his report, suggests that "The plan pro- 
posed by certain parties of establishing several elementary normal 
schools is not likely to be adopted," and that the Legislature cannot 
"honorably and safely, for the welfare of the State, do less than to 
erect on the site of the former building a structure that shall in every 
respect equal the one that was destroyed by fire." The management 
of the bill in the Legislature was in the hands of Senator A. Gillett and 
Representative J. S. Watson, of Emporia, and although they gave the 



114 HIS TOBY OF THE STATE NOBMAL SCHOOL. 



matter their most earnest efforts, secured, as may be seen in the law 
below, only half the amount from the State that had been requested: 

Section 1. That the sum of twenty-five thousand dollars, or so much thereof as may 
be necessary, is hereby appropriated out of any money in the treasury not otherwise 
appropriated for the fiscal year ending June thirtieth, eighteen hundred and eighty, to 
be used under the direction of the board of regents of the State Normal School, at Em- 
poria, for the purpose of rebuilding the buildings of the State Normal School, at Emporia, 
recently destroyed by fire: Provided, That said sum of twenty-five thousand dollars shall 
be and the same is hereby appropriated for the purposes aforesaid, conditioned upon the 
payment into the State treasury by the city of Emporia and Lyon county, or either of 
said city or county, of the further sum of twenty thousand eight hundred dollars, 
which amount, together with the twenty-five thousand dollars hereby appropriated, 
forms the aggregate sum necessary to rebuild said State Normal School buildings at 
Emporia in accordance with the plans and estimates presented by E. T. Carr, architect, 
and thoroughly furnish and equip, ready for school use, said State Normal School build- 
ings, at Emporia: And provided further, That no part of said twenty-five thousand dol- 
lars hereby appropriated shall be drawn from the State treasury until the sum of twenty 
thousand eight hundred dollars due from the said city of Emporia and Lyon county, 
or either of said city of Emporia or county, has first been paid into the State treasury 
and fully surrendered to the State of Kansas for disbursement under the provisions of 
this act. 

Sec. 2. The mayor and council of said city of Emporia and the board of county com- 
missioners of the said county of Lyon, or either of them, are hereby authorized respect- 
ively to issue and sell at not less than par the bonds of said city and county respectively 
for their respective proportions of said twenty thousand and eight h undred dollars as may 
be agreed upon between them. Said bonds, when issued by the city of Emporia, shall be 
signed by the mayor and clerk, and attested with the seal of said city; and when issued 
by the board of county commissioners of said Lyon county, to be signed by the chair- 
man of said board and clerk of said county, and attested with seal of said county, and 
running for a period of not more than fifteen years, and drawing a rate of interest not 
exceeding seven per cent, per annum, payable at such place as may be designated in 
said bonds ; and said bonds shall have interest coupons attached for the interest of each 
year to be signed as such bonds ; which said bonds so issued shall be registered, and may 
be purchased by the commissioners of the permanent school fund. 

Sec. 3. The mayor and council of the city of Emporia and the board of county com- 
missioners of said Lyon county are hereby authorized and required respectively to levy 
annually a tax sufficient to pay the interest coupons of such bonds issued by them re- 
spectively, and to provide for a sinking fund for the payment of said bonds issued by 
them respectively, when such bonds respectively mature. 

Approved March 7, 1879. 

The amendments to the bill, which made the rebuilding of the School 
conditioned on a large donation from Emporia and Lyon county, recalled 
to the memory of the citizens the fact that the city had already issued ten 
thousand dollars of bonds in aid of the building of 1873, as well as six 
thousand to erect the Normal School boarding-houses, and had also ap- 
propriated a thousand dollars to fit up quarters for the School after the 
fire, and there was a feeling in many quarters that the conditions of 
the appropriation were too burdensome. The county commissioners 
and city council had, however, by the law, authority to issue the bonds 
without submitting the matter to a popular vote, and they were unani- 
mous in deciding to issue the required bonds. They were not allowed 
to do so without an attempt being made to enjoin them. The meeting 
to sign the bonds was called without any public announcement, and a 
member of each board went as a committee to carry the bonds to To- 



BUILDINGS. 



115 



peka to offer them to the School Fund Commissioners. There is a 
story of a very exciting flight about the midnight hour to avoid the 
officer who was attempting to serve the injuction, and of their finding 
the Secretary of State warned by telegraph not to buy the bonds, as 
their validity would be contested. His receipt was taken for the bonds, 
and the opposition decided to drop the matter. The commissioners 
for the investment of the school funds bought the city bonds with 
the Normal School endowment, and the county bonds with the State 
school fund, and the city and county still continue to pay interest on 
these funds at the rate of seven per cent. The county bonds mature 
March 20, 1894, and the city bonds April 1 of the same year. 

The city council and the county commissioners were recognized as 
entitled, because of their aid, to a respectful hearing in regard to the 
construction of the building, and, on the recommendation of these two 
bodies, John Hammond was 
made superintendent of 
building. E. T. Can, of 
Leavenworth, was architect, 
the Legislature having ap- 
propriated for a building to 
follow the plans he had fur- 
nished for the former build- 
ing. The contract was let 
to Smith <fc Ashton, on the 
28th of May, and the work 
of building was begun soon 
after, the removing of the the office in 1884. 

debris of the old building and the taking down of the smoke stack, etc., 
being already well under way with a force of men working by the day, 
John Hammond superintending. Such of the debris as could be 
worked into the new building was fitted for use and saved. The re- 
mainder was hauled away, a large part being used in the grading of 
Commercial street three or four blocks below the Normal. 

The erection of the building occupied about a year, and it was so far 
completed by May 11, 1880, that the School took possession, singing 
with a will the song "Hold the fort," whose inspiring strains had 
cheered the students and friends of the School, when, on the day after 
the fire, they sang that same song with tears in their eyes, and resolved 
to continue the School. The bell was put in place June 14, and the 
board held its meeting in the president's office on the following day. 
Over two thousand dollars' worth of furniture had been put in place, 
and besides this a piano had been bought, and the president's office 
and the assembly-room rostrum carpeted. 

There was no more room in this building than there had been in its 
predecessor, except that the boilers were placed in a separate house, and 
the janitor's residence did not occupy quite all the space that they had 
left. The School had less room now, in fact, than it had before the 




116 HIS TOBY OF THE STATE NOBMAL SCHOOL. 



fire, for it had been able to use the old stone building while it stood. 
The crowding of the building became more and more marked until, in 
1886-7, there was, in this same structure, an enrollment of seven hundred 
and forty-six students, fully three times the number ever reached in the 
two buildings that were in use before the fire. There had been requests 
from time to time, in the annual report of the board of regents, for 
more room, but the request was not granted by the Legislature until 
the session of 1887. At that time the Lyon county delegation, consist- 
ing of Senator Kellogg, Representatives Hunter and Johnson, aided by 
many good friends from all parts of the State, secured an appropria- 
tion of twenty-five thousand dollars, without any conditions except 
those necessary to secure its proper expenditure. The School had a 
rousing jollification meeting March 3, the day the bill passed, and the 
Board met on the 22d to plan the addition to the building. There was 
some thought of adding to the back part of the building of 1880, but 
all soon agreed that the wing should go at the west end. Cooper & Had- 

ley, of Topeka, were the archi- 
tects and superintendents of 
construction, and planned a 
structure somewhat more or- 
nate than the main building 
and with a slightly different 
style of architecture. At a 
meeting held May 25th to let 
contracts, the building was 
awarded to John Hammond 
and the heating and plumbing 
to Sheehan & Jacobs. The 
building was completed for 
occupancy early in 1888, and is 
a quiet work-corner in the museum, 18S9. a marvel of exc ellence for the 

money expended. The contractor acknowledged that he had lost money 
in its construction, and presented to the next Legislature a claim for 
relief, five hundred dollars of which was granted. In the floor plans of 
the entire building as given on the following pages, the new part can 
be distinguished as the portion at the west end containing on each floor 
three rooms on the south side and two on the north. In the frontis- 
piece, a comparison of the building of 1888 with that of 1880 shows 
what is the new wing. 

The one boiler added to the heating apparatus from the appropria- 
tion did not prove sufficient for the enlarged building, and in the sum- 
mer of 1888 the regents expended over three thousand dollars from the 
incidental fund, putting in an additional boiler, and making other im- 
provements. The heating of the building now seems to be entirely 
satisfactory. 

Before closing the account of the present building, it should be re- 
marked that the regents, after the custom followed by previous boards 
since the fire, used the incidental fund to insure the entire structure 




BUILDINGS. 



117 



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118 HISTOBY OF THE STATE NORMAL SCHOOL. 




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120 History of the State Normal School. 



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BUILDINGS. 



121 



for one year from the completion of the new wing. They submitted 
to the Legislature of 1889 a statement of the cost of further insurance, 
but the session failed to provide for it, and the School starts on its 
second quarter-century with its building entirely uninsured. The pre- 
cautions against a repetition of the former disaster are most complete. 
Coal and other combustibles are not stored where they can do harm. 
No fire comes inside the building, except in the use of the gas jets, 
and in the janitor's stoves in the basement. The city water is carried 
throughout; and two coils of hose on each floor, constantly attached, 
bring all parts of the building within prompt reach of water. 

The reader is referred to the catalogue, bound in this volume, for 
further items concerning the building and its facilities. 

BOAEDING-HOUSES. 

Association Property. — The earliest record we have in the matter of 
the State Normal School Boarding-House Association is the call of a 
meeting, June 24, 1865, to see about organizing a stock company. The 
work of canvassing for subscriptions was placed in the hands of Rev. 
G. C. Morse, and the friends of the School throughout the city, and, in- 
deed, in other parts of the State, were led to subscribe quite liberally. 
By February 1, 1866, eight thousand dollars had been subscribed, and 
the association voted to begin collecting assessments, and to proceed 
to build. The work of the association was not without its discourage- 
ments, if we may judge from the newspaper items of the time. It is 
remarked during the spring after the assessment had been made that 
"the boarding-house project seems to be quiet." It is said of a meet- 
ing of stockholders called April 28, 1866, that " the crowd consisted of 
four men and a boy, and the meeting adjourned without transacting 
any business." At a meeting 
July 26, 1867, it was decided to 
proceed by law to collect assess- 
ments, but no such stern meas- 
ures were ever resorted to. 
Before this time the work of 
building must have been in 
progress, for we learn from the 
Emporia News of August 18, 
1866, that "the first story of 
the Normal boarding-house is 
almost completed." The build- 
ing was pushed forward until FIEST boarding-hall, 1868. 
it was roofed and inclosed, when it remained for some time in the 
hands of John Hammond, the contractor, waiting for the raising of 
funds. This building, located on the southwest corner of Sixth avenue 
and Merchants street, was on June 9, 1868, traded to Jonathan Hunt, and 
he fitted it up for a hotel. It was afterward known as the Robinson 
House, and "the largest hotel in the city." It burned in January, 1873. 




122 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 



The building which the association obtained by this trade was located 
in the eastern part of the city, and is now No. 613 Exchange street, 
whose cut is shown here. This was opened as a home for the students 
with the beginning of the School in September, 1868. The stock of 
the association was gradually bought up by John Wood, and the house 
was sold to private parties. The building is now used for a dwelling- 
house. 

City Property. — The boarding-house which the association provided 
was by no means adequate to the wants of the School. Principal 
Kellogg's report, at the close of 1869, recommended that the State com- 
mence the erection of a row of small cottages; but the Legislature 
acted on other suggestions, and authorized the city of Emporia to vote 
bonds for the erection of boarding-hous«s, to be located on such site as 
the Normal board might select, without expense to the State. At the 
first election held to vote on this subject, the bonds were defeated, but 
they carried at a second, and were issued September 12, 1870. The 
city sold them at ninety cents on the dollar, although they bore ten per 
cent, interest, and had ten years to run. The management of the con- 
struction was intrusted to E. Borton, C. V. Eskridge and Dr. Hibben as 
a committee of the council. They erected on the city's land, in what 
was known as Washington Park, two frame buildings, twenty-two by 
sixty, two stories in height, and furnished with cellars and cisterns. 
The building to be occupied by the ladies stood on the southwest corner 
of Commercial street and Ninth avenue, and that to be used by the 
gentlemen on the opposite side of the street, a little more than seventy- 
five feet south of the corner. The buildings were favorably located, 
being about midway between the Normal and the business part of the 
city, and, under the supervision of members of the faculty, were a great 

help to the School. The rooms 
j^sT^ _ " ' ; ' ^"N were rented to the students at 

from twenty-five to fifty cents 
a week for each occupant, and 
the money was turned in to the 
incidental fund. The board 
asked, in 1872, a perpetual 
lease, but it accepted from the 
city a lease of eight years, on 
condition that the School keep 
the buildings in good repair. 
Before these eight years were 
out, the city concluded that the 
Normal did not need all this 
room for boarding purposes, and asked permission to occupy a part 
of one of the buildings to relieve the over-crowded condition of the 
public schools. The Normal authorities refused to give possession, 
and the city, in 1878, commenced suit against the teachers in charge, 
gaining its case before the justice of the peace, losing it on the appeal to 




OLD BOARDING-HALLS OF 1870. 



BUILDINGS. 123 



the district court, and gaining possession of the houses, finally on the ap- 
peal to the Supreme Court of the State. Soon after the settlement of this 
case came the fire, which left the Normal without a place for holding its 
sessions, when the city council tendered the use of these buildings, and 
spent nearly eight hundred dollars in fitting them up for the use of the 
School. After the Normal moved into its new quarters in 1880, these 
buildings were not again under its management. In 1883, the city sold 
its twelve lots in Washington Park and these houses with them for 
three thousand dollars. The purchaser moved the two buildings to- 
gether about the middle of the block, on the west side of Commercial 
street, to rent them for business purposes, and it is as here located they 
are shown in the cut. In this new location they were used in 1884-5 for 
the sessions of the College of Emporia, its building being then in course 
of erection. 

Since 1880, the students have found ample accommodations in the 
homes of Emporia, a large number of residences having been erected 
within a few blocks of the Normal in the past few years. No attempt 
has been made by the regents or faculty to establish boarding-houses. 
Prom time to time several small clubs have been organized for the pur- 
pose of reducing the price of board. In 1885 the Ryboldt Club was or- 
ganized by a few students under the leadership of J. A. McClain, W. M. 
Davidson, and others. It provides meals only, the members finding 
rooms within a convenient distance. This club, under Mrs. Ryboldt's 
kindly ministrations, has been deservedly popular from the beginning. 
Its quota is seldom unfilled. Founded somewhat on the same plan are 
the Hoxie, of nearly the same age as the Ryboldt, the Armor and the 
McBride clubs, all of which accommodate a large number of students, 
at very low rates. In 1884 and '85 the Brown buildings, 1128 Merchants 
street, were erected, and have either as club-houses, wholly or partly 
controlled by students or under private supervision, made acceptable 
homes for scores of students. 



124 HIS TOBY OF THE STATE N0S3IAL SCHOOL. 



Board of Regents. 



LAWS OKGANIZING. 

The laws given below contain the legislation especially pertaining to 
the boards controlling the School. That of 1864 provides directors for 
the Normal School, without reference to any other institution. The act 
of 1873 fixed a uniform manner of constituting boards of regents for 
all the three great educational institutions of the State, and it is still 
the law under which the State University and the Agricultural College 
are conducted. By virtue of this law, there was a sudden termination 
of the term of service of the directors of the Normal School who had 
been appointed under the old law, and, as may be seen by reference to 
the table of regents, Mr. Tucker was the only member of the former 
board who was reappointed. The law of 1876 made no marked change 
in the methods of the Normal board, except that it compelled them to 
choose one of their own number as treasurer. The law of 1877 pro- 
vides that the board of regents shall consist of six members, whom the 
Governor appoints. The special act organizing the School had united 
with these six three of the State officers. The general law had replaced 
the State officers with the President of the School. This abolishes all 
ex officio memberships. The law of 1870, in regard to the printing of 
the reports, and the remark which follows it, will be understood without 
further comment. 

Of the history of the boards of control, as boards, very little can be 
said under this head that has not already been given in connection with 
other subjects. Six months elapsed after the passage of the law organ- 
izing the School before the Governor named the directors. He had 
communicated with the people of Lyon county in an informal manner, 
and given assurance that he would appoint two or three of the board 
from that county, and had been informed as to available and desirable 
men. For some time during the summer, the Governor had been out 
of the State, and there was such a lull in Normal School matters that 
many had the impression that the whole project had been abandoned. 

The board of directors, including in its membership three of the 
State officers,, used as its seal the great seal of the State of Kansas. 
After 1873 the board ordered a seal of its own. During most of the 
early years of the institution, the work of the secretary of the board 
was done without any charge, although his duties must have been much 
heavier than those of the other members of the board. The earliest 
mention of pay for the duties of that office is in the year 1879, when 
the office of treasurer was held by the same person. The board then 
authorized the executive committee to employ a clerk for the secretary 
and treasurer, certainly a very proper measure with the large amount 



BOARD OF BE GENTS. 125 



of extra work resulting from the arrangements for building, but there 
is no record that such a clerk was ever employed. It should also be 
noted to the credit of the board at this time, that the attendance at the 
meetings was much more regular and general then than it had been 
before; indeed, it may be said that the calamities which befell the School 
just before this time seem to have drawn its guardians more closely 
and faithfully to the care of its interests. 

The most careful organization of the board on record is that effected 
in 1885, when a full set of rules for the government of its sessions was 
prepared and adopted. Previous boards had voted to conform in a 
general way to parliamentary law, but it appears that no special rules 
had been deemed necessary. In the early history of the board, the ex- 
ecutive committee was a very prominent feature. This committee was 
not provided for in any law directing the appointment or organization 
of the board, though it was several times recognized by name in acts 
of the Legislature pertaining to the School. In all the work of super- 
vising the erection of buildings, the executive committee was the work- 
ing portion of the board. After the completion of the new wing, in 
1887, the board decided to discontinue this committee, and as now 
organized the regents recognize no such an assignment of powers and 

duties. 

An Act to organize the State Normal School. 

Section 1. That the State Normal School, established and located at Emporia, in 
Lyon county, Kansas, upon the site selected by the commissioners in pursuance of an 
act of the Legislature of the State of Kansas, entitled "An act to establish, locate and 
endow a State Normal School," approved March 3, 1863, shall be under the direction of 
a board of directors, and shall be governed and supported as hereafter provided. 

Sec. 2. The board of directors shall consist of nine members, six of whom shall be 
appointed by the Governor; and the Governor, Secretary of State, State Treasurer and 
State Superintendent of Public Instruction shall, by virtue of their office, be members 
of said board. 

Sec 3. The State Treasurer shall, by virtue of his office, be treasurer of said board, 
and the members thereof shall annually select one of their number president, and one 
of their number secretary. 

Sec 4. No member of said board of directors shall, during his continuance in office 
as a member of said board, act as the agent of any publisher or publishers of school 
books or school library books, or become interested in the publication or sale of any 
such books, as agent or otherwise; and the Governor of this State is hereby authorized 
and required, upon satisfactory evidence being produced to him that any member of 
said board is employed as such agent, or is interested in the manner aforesaid, by and 
with the advice of the State Superintendent and State Treasurer to remove such mem- 
ber of said board from office, and appoint another member in his place, to fill such va- 
cancy. 

Sec 5. Said board of directors shall have power to appoint a principal and assistant, 
to take charge of said School, without expense to the State, and such other teachers and 
officers as may be required in said School, and fix the salary of each, and prescribe 
their several duties. They shall also have power to remove either principal, assistant, 
or teacher, and to appoint others in their stead. They shall prescribe the various 
books to be used in such school, and shall make all the by-laws necessary for the good 
government of the same. 

Sec 6. Said board shall also establish an experimental school in connection with 
said Normal School, in which the pupils shall have opportunity to practice the modes 
of instruction and discipline inculcated in the State Normal School ; and said board 

—9 



126 Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 



shall make all regulations necessary to govern and support the same, and may, in their 
discretion, admit pupils free of charge for tuition, and without expense to the State. 

Sec. 7. As soon as said Normal School is prepared to receive pupils, the secretary of 
the board of directors shall notify the Superintendent of Public Instruction, who shall 
immediately give notice of the fact to each county clerk in the State. 

Sec. 8. The board of directors shall ordain such rules and regulations for the admis- 
sion of pupils to said Normal School as they shall deem necessary and proper. Every 
applicant for admission shall undergo an examination in such manner as may be pre- 
scribed by the board, and if it shall appear that the applicant is not a person of good 
moral character, such applicant shall be rejected. The board of directors may, in their 
discretion, require any applicant for admission to said School other than such as shall 
be by law entitled to admission free, and who shall, prior to such admission, sign and 
file with said board a declaration of intention to follow the business of teaching com- 
mon schools in this State, to pay or secure to be paid such fees for tuition as the said 
board shall deem reasonable. 

Sec. 9. That each representative district in this State shall be entitled to send one 
pupil each term of twenty-two weeks of said School, said pupil to be recommended by 
the representative of the district to the board of directors; the person thus recom- 
mended shall be admitted free of tuition : Provided, The applicant shall be of good 
moral character, and shall sustain a satisfactory examination, and sign a declaration 
of intention to follow the business of teaching common schools in this State: And pro- 
vided further, That pupils may be admitted without signing such declaration of inten- 
tion, on such terms as the board of directors may prescribe; and said board of directors 
are hereby authorized to make such order as they may deem proper for the separate 
education of white and colored pupils in said institution, securing to them equal edu- 
cational advantages. 

Sec. 10. After said Normal School shall have commenced its first term, and at least 
once each year thereafter, it shall be visited by three suitable persons, not members of 
said board, to be appointed by the Superintendent of Public Instruction, who shall ex- 
amine thoroughly into the affairs of the School, and report to the Superintendent their 
views with regard to its condition, success and usefulness, and any other matters they 
may judge expedient. Such visitors shall be appointed annually. 

Sec. 11. It shall be the duty of the Superintendent of Public Instruction, once at 
least in one year, to visit said Normal School, and he shall annually make to the Legis- 
lature a full and detailed report of the doings of the board of directors, and of their 
expenditures and the moneys received for tuition, and the prospects, progress and use- 
fulness of said School, including so much of the reports of said visitors as he may deem 
advisable. 

Sec. 12. Lectures on chemistry and comparative anatomy, physiology, astronomy, 
and on any other science, or any branch of literature that the board of directors may 
direct, may be delivered to those attending the said Normal School, in such manner 
and on such terms and conditions as the said board may prescribe. 

Sec. 13. As soon as any person has attended said institution twenty-two weeks, said 
person may be examined in the studies required by the board in such manner as may 
be prescribed, and if it shall appear that said person possesses the learning and other 
qualifications necessary to teach a good common school, said person shall receive a 
certificate to that effect from the principal, to be approved by the Superintendent of 
Public Instruction ; and as soon as any person shall have completed the full course of 
instruction in the State Normal School, he or she shall receive a diploma, which, when 
signed by the president, of the institution, State Superintendent of Public Instruction, 
and the board of directors of said School, shall be evidence that the person to whom 
such diploma is granted is a graduate of the State Normal School, and entitled to all the 
honors and privileges belonging to such graduates; and such diploma shall serve as a 
legal certificate of qualification to teach in the common schools of the State. 

Sec. 14. The board of directors are hereby authorized to make such by-laws and 
regulations as they may deeni proper for the well-ordering and government of said 
School and board of directors in the transaction of their business: Provided, The same 
be not repugnant to the constitution or the laws of this State or of the United States : 
And provided further, That the same may be at any time altered or abrogated by the 



board of Regents. 127 



Legislature. Said board of directors shall have power to transact all necessary busi- 
ness at any meeting, a quorum being present, and meetings may be called in such man- 
ner as their by-laws shall prescribe, and a quorum shall consist of a majority of the 
board. The first meeting may be held at such time and place as may be directed by 
the State Superintendent of Public Instruction, and no publication of notice thereof 
shall be necessary, and the attendance of a quorum shall render valid the proceedings 
of such meeting, and all process against such board shall be served on the president 
or secretary. 

Sec. 15. The members of the board of directors, appointed in pursuance of section 
second of this act, shall hold their office for three years and until their successors are 
appointed, and any vacancy which may occur in said board by death, removal, resigna- 
tion or otherwise, shall be filled by appointment by the Governor. 

Sec. 16. That the board of directors provided for in this act be and they are hereby 
authorized and empowered, in the name of the State, to receive by gift, grant or dona- 
tion, any property that may be given, granted or donated to said institution, for the 
purposes of said institution ; but said board of directors shall have no power to make 
any contract or incur any indebtedness in the organization or control of said institu- 
tion, either in the name of the State, or for which the State may be made liable. 

Approved February 16, 1864. 

Passages concerning Regents, from, general law for Regents and Trustees 
of State institutions. 

Section 1. The State institutions of learning shall each and all be governed by a 
board of regents, composed of seven persons, of whom one shall be ex officio, and the 
remaining six shall be appointed by the Governor, with the advice and consent of the 
Senate. The one holding office ex officio shall be the chancellor or president. 

Sec. 2. The Governor shall appoint for each of said institutions of learning, in the 
year 1873, six regents, of whom two shall hold their position for a term of one year, 
ending April 1, 1874; of whom two shall hold their position for two years, ending 
April 1, 1875; and the remaining two for three years, ending April 1, 1876; and their 
successors shall each and all hold office for the term of three years, expiring on the 
first days of April in the years thereafter. 

Sec. 5. In case of any vacancy occurring in any of the boards of regents or trustees 
herein provided for, the appointments made to fill such vacancy shall be only for the 
unexpired term. 

[Sections 6 and 7 are omitted, being repealed by (he laiu quoted next after this.] 

Sec. 8. Regular or special meetings of any board of regents or trustees may lie called 
by the secretary on the order of the president, or written petition of two members of 
the board. Four members of any board of regents or trustees shall constitute a 
quorum for the transaction of business. 

Sec. 9. The compensation of regents and trustees shall be three dollars per diem, 
and mileage at the rate of ten cents per mile for actual distance traveled by the most 
practicable and direct route. 

Sec. 11. Whenever any vacancy or vacancies shall occur in any board of regents, 
trustees or commissioners hereinbefore provided for, at a time when the Legislature is 
not in session, the Governor shall appoint some person or persons to fill such vacancy, 
but such appointment shall not continue longer than the third week after the next ses- 
sion of the Legislature convenes. 

Sec. 12. There shall be a commission of three citizens of the State of Kansas ap- 
pointed by the Governor and confirmed by the Senate, who shall hold their office for 
the term of three years, and who shall be in no wise connected with either of the in- 
stitutions herein named, who shall be a visiting committee, to make at least two visits 
in each year to the following State institutions: The State Penitentiary, the Insane, 
Deaf and Dumb and Blind Asylums, the State University, the State Agricultural Col- 
lege, the State Normal Schools at Emporia and Leavenworth. They shall each have 
power to administer oaths and send for persons and papers to examine into the finan- 
cial condition and general conduct of said institutions, and they shall make a report to 
the Governor in writing at the end of each fiscal year of the financial condition and 
the general conduct of each of said institutions, their necessities and requirements, 



128 HIS TOBY OF THE STATE NOBMAL SCHOOL. 



and such other recommendations as they may deem best for the proper conduct of said 
institutions, and for the public good. They shall receive for their services the sum of 
three dollars per day, and ten cents for each mile traveled by the most direct and 
practicable route. 

Sec. 13. All boards of regents and trustees as are herein designated shall be em- 
powered as boards of control, with full and complete powers to adopt and enforce all 
necessary rules and regulations required under the law for the government of said in- 
stitutions. They shall make all appointments of officers, principals, teachers and em- 
ployes which may be required for the practical and economical management thereof. 

Approved March 6, 1873. 

The following clauses amend sections 6 and 7 of passages concern- 
ing regents in the preceding law, omitting from 6 the original restric- 
tion, which prevented the same person from participating in control 
of more than one institution, inserting in 7 "from their own number." 
[Took effect March 10, 1876.] 

Sec. 3. ... In the appointment of regents and trustees under this act, except 
for the Leavenworth Normal School, there shall not be at anytime more than two mem- 
bers appointed from any one county of the State. . . . 

Sec. 4. . . . The said boards of regents shall, within thirty days after official 
notice of their appointment, assemble at the different institutions designated under 
their appointments, and immediately proceed to organize their respective boards for 
their first fiscal year by the election of a president, vice-president, treasurer, and secre- 
tary from their own number, and the adoption of such rules and regulations as may 
be essential to an intelligent and successful administration of the affairs intrusted to 
their care and responsibility. . . . 

Sec. 5. . . . Regular or special meetings of any board of regents or trustees may 
be called by the secretary thereof, on the order of the president or with the petition 
of two members of the board. Four members of any board of regents, or three mem- 
bers of the board of trustees, shall constitute a quorum for the transaction of business. 

Section 1. That the State Normal School, at Emporia, shall be governed by a board 
of regents, hereby created, consisting of six persons, who shall be appointed by the 
Governor and confirmed by the Senate. Three of the regents first appointed shall hold 
office for two years, and three for four years, and until their successors are appointed 
and qualified. All subsequent appointments shall be for four years. 

Sec. 2. That all suits affecting said Normal School, its property or endowment, shall 
be in the name of the State. 

Sec. 3. That the instruction in the Normal School shall be confined to the various 
branches of an English education, and the method and art of teaching. 

Sec. 4. It shall be the duty of the board of regents to sell, or cause to be sold, under 
the provisions of chapter 189 of the Session Laws of 1872, the lands belonging to said 
institution, at not less than three dollars per acre ; and no appropriation shall be made 
for this School in the future. 

Approved March 7, 1877. 

PUBLICATION OF KEPOKTS. 

[ Took effect March, 1870.] 
Be it enacted by the Legislature of the State of Kansas : 

Section 1. That the Governor of State shall, upon the receipt of the annual reports 
of the State officers, and officers of the State Penitentiary, State Agricultural College, 
State University, State Normal School, State Asylum for the Insane, State Asylum for 
the Blind, and State Asylum for the Deaf Mutes, furnish a copy of the same to the State 
Printer. 

Sec. 2. The State Printer, immediately upon the receipt of the several reports named 
in the previous section, shall publish in pamphlet form two hundred copies of each of 
said reports for the use of the State officers and members of the Legislature, and three 
hundred copies of said reports of the officers of the educational and charitable institu- 
tions respectively, for the use of the officers of said institutions. 



Bo abb of Regents. 



129 



An act approved February 15, 1877, provides that 1,500 copies of the 
consolidated reports shall be distributed among the members of the 
Legislature. 

REGISTER OF REGENTS. 

Until 1873 the Governor, the State Treasurer, and the State Superin- 
tendent of Public Instruction, were ex officio regents of the School. The 
following is the list of appointments by the Governor: 



Name. 


When first 
appointed. 


N 


Name. 


When first 
appointed. 


P-s 


G. C. Morse 


Aug.19,1864.. 
Aug. 19, 1864.. 
Aug.19,1864.. 
Aug. 19, 1865.. 
Aug.19,1864.. 
Feb. 18, 1865.. 
Sept. 7,1867.. 
Sept. 7,1867.. 
Sept. 7,1867.. 
Jan. 20,1869.. 
Jan. 16,1871.. 
Jan. 18,1871.. 
May 16,1871.. 
May 16,1871.. 
May 16,1871.. 
May 16,1871.. 
May 16,1871.. 
May 16,1871.. 
Sept. 25, 1873.. 
Mar. 15, 1873.. 
Feb. 3,1874.. 
Mar. 15, 1873.. 


1871 
1871 
1871 

nm§ 

1866 
1867 

mw 
1871 
1870 

J 1870 
1871 
1871 
1883 
1873 
1873 
1873 
1874 
1873 
1877 
1880 
1885 
1875 


\ 
H. C. Cross 


Mar. 15, 1873.. 
Mar. 18, 1875.. 
Nov. 11, 1876.. 
Mar. 6,1877.. 
Jan. 19,1877.. 
Mar. 10, 1879.. 
Mar. 10,1879.. 
July 31, 1882.. 
Apr. 6,1881.. 
Apr. 8,1881.. 
Feb. 1,1883.. 
Feb. 1,1883.. 


1877 


C. V. Eskridge 




1879 


T. S. Huffaker 




5 1877 


David Brockway 

J. W. Roberts 




1879 


J. J.Wright 


1881 




W. Goss 


1883 




D.E.Clapp 


U882 


L. D. Bailey 


Mrs. D. E. Clapp 


1883 


S. S. Prouty :... 


J. W. Loy 


1883 


Jacob Stotler 3 




1885 


C. R. Rice 




1885 




Henry D. Dickson 8 . ... 






Feb. 1,1883.. 
Feb. 1,1883.. 
Mar. 6,1885.. 


1885 


Harvey Bancroft 

E. S. Stover 


Samuel Thanhauser... 
John H. Franklin 8 ... 


9 1885 


E. P. Bancroft 


Mar. 6,1885.. 
Mar. 6,1885.. 
Mar. 7,1885.. 
Aug. 24, 1885.. 


1889 




Edgar W. Warner 

Wm. H.Caldwell 10 - 6 
Rodolph Hatfield 


1889 


S. B. Riggs 


1889 


C. B. Butler 






Feb. 26,1889.. 






Feb. 26,1889.. 




G.W.Wood 


Chas. W. Hull 


Feb. 26.1889.. 











1 Resigned. 2 Vice Brockway, resigned. 3 Vice Rogers, resigned. * Vice Stotler, 
resigned. 5 Resigned, April 1. G Vice Knapp, resigned. 7 Died in June. 8 Reap- 
pointed Feb. 26, 1887, for four years. 9 Resigned, Sept. 1. 10 Vice Thanhauser, resigned. 

The term of the regents was three years, until 1873. Since then it has 
been four years — the term of half of the members of the board expir- 
ing every two years, on March 31st. Regular appropriations are made 
by the Legislature for their per diem and mileage. These appropria- 
tions are not included in the financial statement on page 143. 



Governors, ex officio Regents: 
Thomas Carney, 1864-65. 
S. J. Crawford, 1865-69. 
James M. Harvey, 1869-73. 
State Treasurers ex officio Regents: 
Wm. Spriggs, 1864-67. 
Major Martin Anderson, 1867-69. 
Geo. Graham, 1869-71. 
Josiah E. Hayes, 1871-73. 



State Superintendents ex officio 
Regents : 
I. T. Goodnow, 1864-67. 
Peter McVicar, 1867-71. 
H. D. McCarty, 1871-73. 

Presidents of Board : 
Thomas Carney, 1864-65. 
S. J. Crawford, 1865-69. 
J. M. Harvey, 1869-73. 



130 HISTOBY OF THE STATE NOBMAL SCHOOL. 



C. B. Butler, 1873-75. 
E. Tucker, 1875-83. 
J. H. Crichton, 1883-84. 
Isaac Sharp, 1884-85. 
Win. M. Rice, 1885-89. 
J. H. Franklin,* 1889-89. 
Rodolph Hatfield, 1889- 

Secretaries of Board: 
G. C. Morse, 1865-70. 
Jacob Stotler, 1870-71. 
C. R. Rice, 1871-71. 
E. P. Bancroft, 1871-73. 
Geo. W. Hoss, 1873-74. 
C. R. Pomeroy, 1874-77. 
J. J. Wright, 1877-81. 
J. H. Crichton, 1881-83. 
H. D. Dickson, 1883- 



Treasurers of Board : 

The State Treasurers were by law ex of- 
ficio treasurers of the board until 1873, 
though Harvey Bancroft was elected treas- 
urer in 1S71. Since 1873 the following- 
named have served in that capacity : 

H. C. Cross, 1873 to Oct. 15. 
John H. Henson, (vice Cross, re- 
signed,) 1873-1878. 
Howard Dunlap, 1878-79. 
J. J. Wright, 1879-82. 
J. W. Loy, 1882-83. 
James Haller, 1883-85. 
M. Stewart,! 1885-89. 
W. H. Caldwell, 1889-. 



* Mr. Franklin resigned his regency in July, 1889. 

f Mr. Caldwell served as treasurer a few months while Mr. Stewart was in Europe. 

Executive Committees : 
1865— C. V. Eskridge, G. C. Morse, and J. A. Rogers. 
1866— C. V. Eskridge, G. C. Morse, and J. A. Rogers. 
1867— C. V. Eskridge, G. C. Morse, and J. A. Rogers. 
1868— C. V. Eskridge, G. C. Morse, and J. A. Rogers. 
1869— C. V. Eskridge, J. Stotler, and G. C. Morse. 
1870— C. V. Eskridge, J. Stotler, and G. C. Morse. 
1871— C. V. Eskridge, R. M. Overstreet, and C. R. Rice. 
1871— S. B. Riggs, H. Bancroft, and E. P. Bancroft. 
1872— S. B. Riggs, H. Bancroft, and E. P. Bancroft. 
1873— C. B. Butler, Pres.; H. C. Cross, Treas.; and G. W. Hoss, Sec. 
1874— C.B.Butler, Pres.; H.C.Cross, Treas.; and C.R. Pomeroy, Sec. 
1877— E. Tucker, J. J. Wright, and M. M. Murdock. 
1880— E. Tucker, J. J. Wright, and D. E. Clapp. 
1881— E. Tucker, J. W. Loy, and D. E. Clapp. 
1882— E. Tucker, J. W. Loy, and J. H. Crichton. 
1882— E. Tucker, D. E. Clapp, and J. H. Crichton. 
1883 — J. H. Crichton, Isaac Sharp, and H. D. Dickson. 
1885— Wm. M. Rice, J. H. Franklin, and H. D. Dickson. 
Abolished in 1887. 



SKETCHES. 

Maetin Andeeson entered the army as captain, 1862, in regiment 
with Senator Plumb, and succeeded him as major, and then as lieuten- 
ant colonel on the latter's promotion. He was prominently identified 
with the State Agricultural Society. Superintended the construction of 
the State house in 1883. He now resides in Topeka. 



board of Regents. 131 



L. D. Bailey came from New Hampshire; moved to Emporia in 
1857. In 1861-8 he was Associate Justice in Kansas. He was identi- 
fied with the early history of the Kansas State Agricultural Society; 
was president, 1862-5. During the struggle for the location of State 
institutions, he lived in Lawrence, but was very useful to Emporia in- 
terests. He is a valuable friend of the Normal, and did much for it in 
its early days; now lives at Garden City. 

Edwaed P. Bancroft came from Michigan; was a dentist by profes- 
sion. He was identified with Kansas politics as early as 1858; senator 
in the Territorial Legislature in 1859; was an aid on Governor Robin- 
son's staff with the rank of colonel; quartermaster in army; promoted 
to major. He was a real-estate agent in Emporia, beginning of 1857; 
for awhile keeper of the Emporia House; then located where First Na- 
tional Bank now stands. When the Normal was located, he was one of 
the most active in aiding its early friends. He was chairman of the 
Emporia school board about the time the Normal moved into its own 
building. His unfortunate downfall need not be discussed here. He 
now lives somewhere in Old Mexico. 

Habvey Banoeoet came from Ohio; was a merchant in Emporia. A 
very worthy man, and especially interested in all charitable and educa- 
tional enterprises. He returned to Columbus, Ohio, where he is now 
engaged in the insurance business. 

D. Brookway, lawyer, prosecuting attorney and county commissioner 
at Topeka; aid-de-camp on Gov. Carney's staff. One of the originators 
of the Kansas Academy of Science in 1868. Afterward went to Cali- 
fornia, then returned to Massachusetts. Was at Albany, N. Y., at last 
accounts. His membership in the board of directors of the Normal 
did not continue long enough for him to make much of a record in 
that position. 

Chas. B. Butler resided at Leroy. Was a member of the Legisla- 
ture several times; said to have been one of the brightest men in the 
political life of the State. Died on the journey between here and Cali- 
fornia. 

W. H. Caldwell, editor Beloit Courier. Prominent Grand Army of 
the Republic man; president Northwestern Editorial Association 1880 
and 1884. Ever since he became a member of the board of regents he 
has been faithful in attendance at its meetings, and prominent in all of 
its councils. 

Thomas Carney, the second Governor of the State of Kansas, was ex 
officio member of the first board of regents, and was its first president. 
He was born in Ohio, August 20, 1827; spent a year in Illinois, and in 
1858 removed to Leavenworth, Kansas, and opened the first exclusively 
wholesale house in the city. He not only prospered in business, but 
became deeply interested in public affairs, and was elected to the Leg- 
islature in 1861, and to the governorship in 1862. It was during his 
administration that the three State institutions of learning were estab- 
lished, and many important enterprises inaugurated which have since 



132 HISTOBY OF THE STATE NOBMAL SCHOOL. 



done so much for the development of the various interests of the com- 
monwealth. After leaving public life, he engaged in business again in 
Leavenworth, and died July 28th, 1888. 

Dexteb E. Clapp was born in Genesee county, N. Y. Was educated 
at Genesee college, N. Y., graduating in the class of 1854, receiving the 
degree of A. M. in course; also, the same degree from the University 
of New York, at Syracuse. On leaving college he entered the ministry 
of the M. E. Church, and occupied it until 1862. He then entered the 
army as Captain of Company C, 148th Vol.; was Colonel of 38th U. S. 
C. T.; was in a number of battles; was breveted Brigadier General for 
bravery at New Market Heights, September 29, 1864. He was interested 
in the education of the freedmen, and had charge of Central District, 
North Carolina, under General Howard, of the Freedmen's Bureau. 
After this he was appointed United States Consul at Buenos Ayres. 
He then moved to Kansas; was Representative for two terms; was ap- 
pointed Regent of the Normal in 1878. During this time he lived on 
a farm; was very much interested in the success of the Normal. His 
last business was to rally all his strength to attend the meeting of 
regents, and although near his end, insisted on signing the diplomas, 
and only lived three days after being brought home in a dying con- 
dition. 

Mrs. Clapp was appointed to fill the remainder of her husband's 
term. She was educated at the academy in the same town with him; 
was in the army as volunteer nurse, and as teacher of freedmen; has 
since been teacher in the State Orphan Asylum, Leavenworth, and 
matron of Haskell Institute, at Lawrence; now lives at Yates Center 
with a grandchild. 

Samuel J. Ckawfobd was born in Indiana; was a member of the 
first Kansas State Legislature; participated under Gen. Lyon, in the 
battle of Wilson's Creek. He was elected Governor of Kansas in No- 
vember, 1864, and resigned his commission in December, and was in- 
augurated in January, 1865. At the close of the campaign Gov. 
Crawford resumed the practice of his profession, locating in Emporia, 
Lyon county. He was afterward State Claim Agent, with headquarters 
at Washington, D. C, where he attended to the interests of Kansas in 
the matter of the claims of the State for expenses incurred in repelling 
invasion and Indian hostilities on its border. He is still employed as 
State Claim Agent, and the duties of his position detain him at Wash- 
ington City most of the time. 

J. H. Ceiohton, attorney, was born in Scotland; graduated from As- 
bury University, Indiana, in 1866. Was a member of the State Senate 
in 1873, '75, and '76; the House in 1883. On the board of regents he 
was largely employed in land matters. Attorney of board in prosecut- 
ing Bancroft. Served on board of regents eleven years, and is yet a 
warm and useful friend of the Normal. Has lived at Chetopa, Kansas, 
since 1868. 

H. C. Gross is a native of Springfield, Ohio; was educated chiefly at 




C. V. ESKRIDGE. 



Bo abb of Regents. 133 

Yellow Springs, under the presidency of the distinguished Horace Mann. 
Came to Emporia in the spring of 1865; was the first mayor of the city 
of Emporia, and was chairman of the board of county commissioners 
at an early day. When regent of the Normal, was very prominently 
identified with its management, being the only resident member of the 
board besides the president. He is now president of the First National 
Bank at Emporia, and one of the receivers of the Missouri, Kansas & 
Texas railroad. He still remains a cordial friend of the Normal. 

Henbv D. Diokson is a lawyer from Illinois; was a soldier; a member 
of Kansas House of Representatives in 1872; now postmaster at Neosho 
Falls. Is known among his neighbors as a man of generous heart and 
fine public spirit; is an active member of the home school board and 
much interested in the public schools. He has been secretary of the 
board of regents longer than any other secretary ever served, and the 
records are a model of neatness and accuracy. 

C. V. Eskbidge was born in Virginia, grew up in Illinois, and learned 
the printer's trade. Came to Kansas in the spring of 1855, locating 
in Lawrence. Was a participant in the military operations in which 
Lawrence played so heroic a part. In the winter of 1856-7, he located 
at Emporia. In the winter of 1859, he was appointed probate judge 
and elected a member of the first State Legislature; reelected in 1862, 
and in 1863 was appointed on the Governor's staff, with the rank of 
colonel. In 1864 he was elected State senator, and lieutenant gov- 
ernor in 1868. As a presiding officer, he made a most brilliant rec- 
ord, as is evidenced repeatedly by resolutions entered in the Senate 
Journal. In 1871, and also in 1874, he was elected to the popular 
branch of the Legislature. He is' the author of the law by which school 
districts may issue bonds to assist in the construction of school-houses. 
He was foremost in legislative measures which particularly concerned 
the Normal, from that authorizing District No. 1 of Lyon county to 
issue bonds for the first building, through the erection of the handsome 
building of 1873. No legislature in which he was a member ever failed 
to enact, in a large measure at least, what was asked for the Normal 
School. He now devotes his time and attention closely to the publica- 
tion of his paper, the Emporia Republican. Probably no other man 
now living knows so well what sacrifices the Normal cost its early 
friends, nor so much of the first twenty -five years of the Normal-School 
history in Kansas. 

J. H. Fbanklin, a lawyer from Illinois; editor of the Russell Record; 
vice-president of the board of regents during the time when the appro- 
priation was secured for the new wing, toward the securing of which 
he labored earnestly. He was elected president of the board in April, 
1889, but being appointed to one of the auditorships in the treasury 
department, at Washington, resigned his regency in July. 

Isaac T. Goodnow was born in Vermont, 1814. He was a teacher in 
New England till 1855. In that year selected site of Manhattan for the 
colony which followed. In 1861 president Bluemont College, Manhat- 



134 HISTOBY OF THE STATE NOBMAL SCHOOL. 



tan, the institution founded and endowed largely through his efforts; 
prominent in securing Agricultural College at Manhattan, as the suc- 
cessor of his college. He was a member of the celebrated Lawrence 
Free-State convention, August 14-15, 1855, and in March, 1858, of the 
Leavenworth constitutional convention. As superintendent he trav- 
eled the first year in his own conveyance 4,000 miles, lecturing in twenty- 
nine counties, visiting schools of every grade, consulting school officers, 
acquainting the people with their school system, and stirring them up 
to immediate action. In 1864 he was reelected by a heavy majority. 
In 1863 at Emporia, while State Superintendent, he conducted the first 
teachers' institute held in Kansas. To him is credited the first sugges- 
tion of the State Normal School for Kansas. He is said to have been 
the director of the Normal whose influence was greatest in encouraging 
Rev. G. C. Morse to go abroad in search of a principal. He was finan- 
cial agent of the Agricultural College from 1867 to 1873. He lives on 
his farm at Manhattan, and still maintains a lively interest in the affairs 
of society and of the State, and was one of the most honored visitors at 
the Normal School Quarter-Centennial. 

William Goss came as a member of the board from Linn county. 
Was sheriff of that county at one time. He still resides at LaCygne, 
Kansas, and is a prosperous hardware merchant. 

Geo. Gbaham does not seem to have attended board meetings during 
his term as State Treasurer. A full sketch of his life was published in 
the transactions of the State Historical Society, 1881. He had held 
many responsible positions, and seems to have been a very worthy man. 

Db. James Halleb was born in Franklin, Ohio, 1824. Went to Cal- 
ifornia in 1852, and practiced his profession there two years; was 
surgeon in the army; was mayor of the city of Burlingame, and was 
treasurer of the board of regents of the Normal School. 

James M. Haevey was born in Virginia. Was a soldier, mustered 
out in 1864. In 1865 and 1866 was a member of the Kansas House of 
Representatives. In 1867-68, State senator; in 1874, United States 
senator until 1877. On retiring from public life, Gov. Harvey re- 
turned to his farm at Vinton, Riley county. He removed to Loudon 
Bridge, Princess Anne county, Va., in the latter part of 1884. He now 
lives at Lynnhaven, where he is reported to be engaged in oyster farm- 
ing. He should be remembered as having taken an active part in the 
deliberations of the board of directors, and as having attended the 
meetings more faithfully than any of the other State officers, except 
the Superintendent of Public Instruction. 

Rodolph Hatfield, graduate of Lincoln University, Illinois, has been 
a member of the Kansas Legislature, and was in that time one of the 
foremost champions of bills that gave the Normal the salt-spring sec- 
tions and the appropriation for ths new wing. He is a resident of 
Wichita, and one of its foremost lawyers and business men. He is one 
of the trustees of Lewis Academy, and is specially interested in the ad- 
vancement of several educational institutions. He is a lecturer in the 



Bo abb of Regents. 135 



law department of Garfield University, and has just been elected presi- 
dent of the Normal board of regents. 

Josiah E. Hayes, member of the House of Representatives, 1861; 
soldier, wounded and taken prisoner, 1864. Attended the board meet- 
ings and took greater interest than any other State Treasurer ever did. 
Died at Eureka Springs, Arkansas, 1881. 

John W. Hobnek was born in Harrisburg, Pa., in 1834; graduate of 
Michigan University, and colonel in the army. He came to Kansas in 
1865; was county superintendent of Douglas county in 1866-7, and La- 
bette in 1869; superintendent Chetopa schools in 1870. While at Che- 
topa, edited the Advance. Had previously been president of Baker 
University, and also a professor in the State University. He was 
favorably mentioned in the board meeting of 1873 for the presidency 
of the Normal School. We are told that his death occurred at Topeka, 
but are unable to obtain the date. 

T. S. Huffakee was born in 1825; came to Kansas in 1849 to teach 
Indians under contract of Government; was superintendent of Indian 
schools at Council Grove for four or five years. He was appointed by 
the Governor of the Territory Probate Judge in 1855 for the counties 
of Wise (now Morris), Breckenridge (now Lyon), and Madison (now 
extinct), with the county seat at Columbia (now Soden's Mill). He was 
a member of the Legislature three different terms from Morris county; 
county commissioner one term; first postmaster at Council Grove; ap- 
pointed regent of Normal School in 1864, and held that position during 
the first eight years of its existence. He is now living on a farm near 
Council Grove, and holding the office of probate judge, to which he 
was elected in 1886. 

Charles W. Hull, appointed in '89, came from Illinois. He resides 
at Kirwin, and is engaged in the banking business; is also largely in- 
terested in stock-farming. 

Chables D. Lawbenoe, retired merchant; born in New York in 1823 ; 
graduate of the State Normal School, at Albany; was professor of 
mathematics at Bethel College, N. Y. He subsequently went to Nash- 
ville, Tenn., and conducted a boarding-school until the breaking out of 
the war. At this time he became professor of mathematics in the State 
Normal School, at Albany. At the close of the Rebellion Mr. Lawrence 
returned to Nashville, Tenn., and until September, 1866, was principal 
of the high school there. He was then elected superintendent of public 
instruction. He is now living at Hiawatha, Kas.; is a member of the 
city school board, and also of the board of trustees of Morrill Academy. 

John W. Lot, farmer, was born in Perry county, Pa. In 1842 re- 
moved to Illinois; in 1852 went to California by the overland route. 
In three years he returned, and engaged in general merchandising in 
Indiana. He removed to Minnesota in 1856, from thence to Kansas in 
1860. During the war he served as first lieutenant; was a member of 
the State Legislatures of 1863, 1875, 1876, and 1878. It was Mr. Loy's 
good fortune to be in the Legislature when he could do good service 



136 HISTOBY OF THE STATE NOBMAL SCHOOL. 



for the Normal, and his friendship for the institution has always been 
firm. He resides on his farm near Americus. 

Hugh De Fbanoe MoCakty was born in Pennsylvania. He taught 
in the seminary at Morristown, Ohio, in the high school at Flushing, 
and the Normal Academy at West Bedford. In the army he was 
wounded a number of times, and very severely at the battle of Wilson's 
Creek. In March, 1863, he called the teachers of Leavenworth city and 
county together, and disputes with Supt. Goodnow the honor of hold- 
ing the first teachers' institute in Kansas. He called a convention to 
organize a State teachers' association. In 1868 he was elected super- 
intendent of the schools of Leavenworth county, which position he 
held for two years, during which time he prepared and introduced a 
graded course of study and classification for the schools. In 1870, he 
was recommended by an unanimous vote of the Kansas State Teachers' 
Association, to the political conventions, as their only choice for a 
State Superintendent of Public Instruction. At the Republican State 
convention Mr. McCarty was nominated by acclamation, and was elected 
by the largest majority of any candidate on the ticket. In 1872, he was 
again indorsed by the State Teachers' Association, nominated by the 
Republican State convention, and elected by the people by a larger vote 
than any other candidate. During most of his term as State Superin- 
tendent, he was ex officio a member of the board of directors of the 
Normal School. The records show him to have entered into the duties 
of this position with all the energy and enthusiasm of his vigorous 
nature. In June, 1875, he was elected to the presidency of the Nor- 
mal School at Concordia. In 1879, Dr. McCarty accepted the chair of 
mathematics and natural sciences, in Highland University. His death 
occurred in the fall of 1887. 

Rev. Petee MoVicab was born near Eastport, Maine, in the province 
of New Brunswick. He graduated from Beloit College, at Beloit, Wis., 
in 1856, and was employed as instructor in the same college. In 1860, 
he graduated from Andover Theological Seminary, and soon after 
moved to Kansas. The next year he was installed as pastor of the 
First Congregational church at Topeka, occupying that position for 
six years. He was elected State Superintendent of Public Instruction 
of Kansas, in 1866, having been indorsed by the State Teachers' Asso- 
ciation before receiving the party nomination. During his two terms 
as State Superintendent and as regent of the Normal, the schools and 
all other educational interests of the State prospered. He has for many 
years been the efficient president of Washburn College, Topeka. 

Rev. G. C. Mokse. — Among the earliest and most devoted friends of 
the Normal School was Rev. Grosvenor C. Morse. He was a native of 
New Hampshire and a graduate of Dartmouth College and Andover 
Theological Seminary. On graduating at Andover in 1857, he came at 
once as a home missionary to Kansas, and began work in Emporia,, 
founding the Congregational church of that city. From the first he 
took a great interest in schools. As county superintendent he did 



was 




REV. C. C. MORSE. 



BO ABB OF BE GENTS. 137 

everything in his power to encourage teachers, stimulate scholars, and 
interest the people. All over the county there are people who recall his 
visits and lectures in the interest of schools. When the Normal School 
was founded, in 1864, he was appointed one of the directors. He was 
chosen a member of the executive committee and secretary of the board, 
which offices he held to the day of his death. He gave himself with all 
the ardor of his nature to the development of the School. He was a 
prominent mover in every step looking to its opening and prosperity. 
In the autumn of 1864, immediately after the Price raid, he took a 
journey East to secure teachers. Leavenworth was the nearest railroad 
point, and he took a three-days pony-ride to reach that place. The 
second day he reached Lawrence about nine o'clock in the evening. It 
had been a cold, drizzly day. He was clad in a coat of ice from head to 
foot, but ice did not cool his enthusiasm nor slacken his journey. At 
Chicago he consulted several prominent men, among them "Long" 
John Wentwortb. This gentleman had recently attended some exer- 
cises at the Illinois State Normal School near Bloomington. He spoke 
of a "bright young man at that school whom he could fully recommend 
— a Mr. L. B. Kellogg." Mr. Morse went to Bloomington, saw Mr. Kel- 
logg, was satisfied, and was able to satisfy him. Mr. Morse continued 
i;o work for the advancement of the School. He interested himself in 
the legislation needed, which was no unimportant matter at that time. 
He traveled about the State securing scholars. He took pains to en- 
tourage bright pupils everywhere to go forward in their studies and to 
urge teachers in the common schools to prepare themselves better for 
their work. When students came, he interested himself in them. He 
arranged for cheap boarding for students, and in many other ways 
helped the work along. The speedy advancement of the Normal School 
to so high a place was due, to a large extent, to his untiring, unselfish, 
and unpaid efforts. 

Makshall M. Murdoch: is an old Kansan, having come in the fifties. 
.At Burlingame, September 26, 1863, he started the Osage Chronicle, the 
first paper ever printed in the county. He was in Lawrence at the time 
of the Quantrell raid. In 1864, was colonel in command of a battalion 
organized to meet the Price raid. At Wichita, in 1872, he established 
the Wichita Eagle; was member of the State Senate from 1869 to 1873; 
was member of the State relief committee during the grasshopper time, 
in 1874-5; is now known as one of the "big four" in the history of 
Wichita. 

Geokge D. Oeneb, lawyer, and native of Indiana ; was in the Legislature 
in 1880 and 1882; was appointed special land agent at Los Angeles, Cali- 
fornia, in 1883; was district judge by appointment at Medicine Lodge 
in 1885. Now resides at Garden City, and is interested in the settle- 
ment of Oklahoma. Mr. Orner is an enthusiastic friend of the Normal 
School. 

Rev. R. M. Ovebsteeet, graduate of Princeton College, N. J. After 
the organization of the College of Emporia, was its financial agent, and 



138 History of the State nobmal School. 



was very successful in raising funds for its endowment. Now lives in 
"No Man's Land." 

C. R. Pomeeot was ex officio regent till the law was changed in 1877. 
His sketch is found among the biographies of the teachers. 

S. S. Peouty was born in New York. Early in 1856 he came west and 
engaged in Aurora, Illinois, in the publication of the Guardian for a short 
time; came to the State in the latter part of the year 1856. When 
winter came he went to Lawrence and held cases on the Herald of Free- 
dom, of which office Preston B. Plumb was foreman. In June, 1857, 
Mr. Prouty began the publication of the Freeman 's Champion, with the 
characteristic motto, "Liberty or Death." He used, in publishing this 
paper, the first press on Kansas soil. Among his other newspaper en- 
terprises in Kansas were the Register and the Patriot at Burlington, and 
the Union at Junction City; at Topeka the Leader, the Kansas Maga- 
zine, and the Commonwealth. His last venture was the Cowboy at Dodge 
City. In October, 1857, Mr. Prouty was elected county clerk of Doug- 
las county. In 1868, he was chosen one of the delegates to the national 
Republican convention held at Chicago. On the 19th of January, 1869, 
he was elected the first State Printer of Kansas; was reelected in 1871. 
He was regent of the Normal from 1866 to 1870, and was interested in 
its work before he became regent, having been one of the board of 
visitors in '66. He died at Topeka, January 31, 1889. 

Rev. Jno. M. Rankin has had a somewhat checkered career. His ac- 
quaintances remember him as at different times a lawyer, also a minister 
of the Methodist, the Christian, and the Episcopal churches. He was 
president of the college at Ottumwa; was county superintendent of 
Coffey county in 1865-6, and served one term as State senator. He is 
now said to be principal of the Episcopal Academy at Reno, Nevada. 

Rev. C. R. Rice is an elder in the Methodist Episcopal Church; now 
resides at Independence, Kansas. He was regent for a short time, but 
has an abiding interest in all efforts at higher education. 

W. M. Rice is a native of the South, and is the managing editor of 
the Fort Scott Monitor. He is one of the most prominent and influen- 
tial young men of the State. He was most active in securing the ap- 
propriation which gave the Normal its additional building in 1887; is 
at present a member of the Kansas House of Representatives, and has 
high standing in appointments on committees. Mr. Rice was president 
of the board during the four years of his connection with it, and will 
ever be remembered for his enthusiastic advocacy of its interests. 

S. B. Riggs was born and educated at Portsmouth, Ohio; was in the 
first graduating class of the Portsmouth high school, under the man- 
agement of A. J. Rickhoff, since well known in educational circles 
throughout the country. Mr. Riggs should be remembered in connec- 
tion with the Normal School in the construction of the building in 1873. 
He has continued to reside in Emporia ever since coming to Kansas. 
Is real-estate agent and abstractor. 

John W. Robebts, born in Ohio, in 1824. In 1860 he established the 



BO ABB OF BE GENTS. 139 



Independent, at Oskaloosa, Kansas. At last accounts he was still living 
at Oskaloosa. 

James Rogees was a lawyer in Burlingame. He was a man of good 
attainments, being a graduate of Dartmouth College. He was in the 
Kansas House of Representatives in 1863-4, and Senate in 1867. Died 
at Burlingame, in 1880. 

A. Sellees was born in England, April 12, 1836. Published at differ- 
ent times the Courier, at Oswego, Illinois; the first paper in Potta- 
watomie county, Kansas ; the Gazette, at Louisville, and the first paper 
in Wabaunsee county, at Alma. He was elected to the lower house of 
the Kansas Legislature in 1872, and reelected in 1873 ; was appointed 
regent of the Normal School by Governor Osborn in the spring of 
1875, and reappointed by Governor Anthony in 1877. He is now en- 
gaged in the hardware business at McPherson, Kansas. 

Isaac Shaep, attorney at law, born in Pennsylvania, in 1832; gradu- 
ated at Millersville State Normal; moved to Kansas in 1857; was a 
member of the State Legislature in 1868. In 1870, he was the Demo- 
cratic candidate for Governor of Kansas, and was defeated, though 
running over 2,000 votes ahead of his ticket. He has been closely 
identified with local interests in Morris county, serving twelve years 
on the school board at Council Grove, and taking an active part in 
building up the public schools; has also been a member of the city 
council at Council Grove several terms, and was twice mayor of the 
city, and twice a member of the board of county commissioners, being 
chairman of that body both terms. As a member of the board of re- 
gents, he was prompt in attendance and popular with the friends of 
the School. He was president of the board one year. Since the be- 
ginning of Cleveland's administration, he has spent most of his time 
in Washington, D. C. 

William Spbiggs lived at Garnett, Anderson county; was a member 
of the Territorial Legislature in 1858-9; of the Wyandotte Constitu- 
tional Convention in 1859; treasurer State Agricultural Society in 
1863-5; district judge in 1867. 

Milton Stewaet has traveled extensively abroad, and written an in- 
teresting and valuable book, "From Nile to Nile." Served one term as 
Commander of Department of Kansas, of Grand Army of the Republic. 
Is interested in many business enterprises, and is proprietor of the 
Hotel Metropole, Wichita. 

Jacob Stotlee was born in Maryland, in 1833. In 1857, he came to 
Emporia, Kansas. Having come to Kansas for the purpose of work- 
ing on the Kanzas News, which was about to be established at Emporia 
by P. B. Plumb, he assisted in hauling the press and materials from 
Leavenworth and Quindaro, where they had been landed, to Lawrence, 
preparatory to bringing them to Emporia, where the new journal was 
to be published. Mr. Stotler set up most of the first number of the 
News himself. It made its appearance June 6, 1857, the work being 
done in an upper chamber of the Emporia House, the town company's 
hotel. Mr. Stotler served in the State Senate during 1871-2, and was a 



140 Hi 8 TOBY OF THE STATE NORMAL SCHOOL. 



zealous worker for the appropriation for the new building of '73; was 
member and clerk of the school board when the building was erected 
to start the Normal School. He is now editor of the Sumner County 
Press, Wellington, and member of the State board of charities. 

E. S. Stoveb, agent of Kaw Indians, lived at Council Grove; was a 
member of the House of Representatives in 1867, the Senate in 1871-2; 
was Lieutenant Governor during 1873-4. He was president of the State 
relief committee appointed in 1874 to distribute supplies among the 
grasshopper sufferers; now resides at Albuquerque, N. M., and is re- 
ported to be quite wealthy. 

Samuel Thanhatjsek was, when appointed on the board of regents, 
a merchant at Beloit. He afterward located in Newton, and was, during 
Cleveland's administration, receiver of the land office at Garden City. 
He is now a banker at Kansas City, Mo. 

Edwin Ttjckeb, banker, was born in 1836, in Vermont, and while 
yet a boy his parents moved to Beloit, Wis., about 1846, and there 
Mr. Tucker received his education. In the spring of 1857 he came to 
Kansas, and located in Greenwood county. He was county superin- 
tendent two terms, and for twelve years one of the regents of the State 
Normal School. In 1867-68 he was elected to the Legislature, and 
in 1869-70 he represented Greenwood county in the Senate. From 
1864-66 he was president of the Eureka board of education. He is 
now the State senator from the district in which the Normal school is 
located, and did good service for the institution in the session of 1889. 
He was a member of the board of regents longer than anyone else who 
has ever served, and looks. upon the continued growth of the Normal 
with great satisfaction. 

Edgae W. Waeneb is proprietor of one of the principal hotels at 
Kirwin, and a member of the school board. He stands high in the 
councils of the G. A. R., and is remembered as a worthy member of the 
board of regents. 

J. S. West, one of the new members, is a lawyer, and resides at Fort 
Scott. He was formerly a student at the State University. Until re- 
cently he was county attorney of Bourbon county. He has just been 
elected vice-president of the board. 

Rev. G. W. Wood is a brother of Judge S. N. Wood. He lives at 
Elmdale, Chase county. 

Db. J. J. Weight, native of Indiana ; graduated from a medical col- 
lege in 1854 ; was elector from Indiana on the Republican presidential 
ticket in 1864 ; was afterward collector of internal revenue. He came 
to Emporia in the spring of 1870 ; he is now a member of the Kansas 
House of Representatives. The Normal is indebted to him for much 
effective service. 



BOARD OF VISITORS. 
By the law of 1864 the State Superintendent was required to appoint 
annually a board of three visitors, whose duty should be to inquire into 



BO ABB OF VI SIT OB 8. 141 



and report at length on the condition of the School. The general law 
of 1873, however, provided for a commission of three persons to visit 
and report upon certain designated State institutions, including the 
State Normal School, but the records do not show that such a commis- 
sion has ever visited here. The following-named acted as members of 
the board of visitors for the years designated: 

1865 — L. D. Bailey, W. A. McCollom, W. A. Ela. 

1866 — H. D. Fisher, Andrew Aiken, S. S. Prouty. 

1867 — (None recorded for this year.) 

1868 (Special committee, M. V. Voss, Senate; I. T. Rankin, House. 

1869 (S. J. Crawford, E. B. Peyton, W. R. Brown. 

1870 — H. D. McCarty, Philetus Fales, C. R. Rice. 

1871 — M. D. Gage, W. C. Rote, C. H. Haynes. 

1872 — D. J. Evans, P. J. Carmichael, C. B. Isham. 

1873 — Mrs. I. M. Sharon, Miss Mary A. Higby, J. G. Winne. 

—10 



142 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 



JTinaneial Statement. 



The support of the School is from State appropriations, interest of 
endowment, and incidental fees. Lyon county and the city of Emporia 
have rendered substantial aid in times of need; in '65, furnishing, rent 
free, school room and apparatus (see p. 109); building boarding-halls 
(see p. 121); in '72, $10,000 towards building; in '78, $1,000 (less than 
$800 being used), furnishing and converting boarding halls into school- 
rooms, and in '79, $20,800 towards new building; Giles F. Filley, Esq., 
of St. Louis, presented the building site of twenty acres, valued then at 
$1,000. 

In the table of receipts (p. 143), the first column shows how much of 
the State appropriation was used; the second, the interest from land 
contracts and endowment; the third, the receipts from students. The 
fees for '71, '72, and '76, and salary for '77 have been estimated. What 
was received as interest on sales of land prior to 1879 has not- been 
ascertained. 

In the table of disbursements, it has not been possible to classify 
the expenditures as accurately under the various headings as we 
would like, because many of the records were destroyed by the fire, 
and because the records frequently show the names only of parties to 
whom amounts were paid. In '78, the damage by cyclone was repaired 
at an expense of $427.87, and is not included. The State appropria- 
tion for mileage and per diem for the regents each year is not included 
in the disbursements. The columns, grounds and buildings, and salaries, 
are believed to be accurate. 



RESOURCES, MARCH 23, 1889. 



BUILDINGS, APPARATUS, ETC. 

Grounds 

Buildings 

Heating apparatus, plumber's fittings 

Library 

Furniture 

Apparatus — 

Philosophy and chemistry $2,000 00 

Natural history 2,000 00 

Music 2,000 00 

Art 500 00 

Gymnasium 375 00 

Kindergarten 300 00 

Mathematics 200 00 



ENDOWMENT. 



Land contracts, 7 per cent 

Land contracts, 6 per cent 

Otherwise invested, average about 6 per cent.. 
Awaiting investment 



Cash on hand . 



Total. 



812,000 00 
80,000 00 
10,000 00 
5,000 00 
6,000 00 



7,375 00 



$95,385 00 
68,090 00 
98,846 23 
7,500 00 



$120,375 00 



269,821 23 
3,454 11 

$393,650 34 



Financial Statement. 



143 



RECEIPTS. 



Year. 


Stale appro- 
priation. 


Interest. 


Fees. 


Emporia 
and Lyon 
Co. appro- 
priation. 


Total. 


1865 


$3,000 00 
12,850 00 
13,997 97 

5,186 00 

9,930 62 
10,542 46 

8,424 85 
61,622 66 
16,975 03 
12,595 56 
12,630 76 

4,847 61 

510 00 

240 60 

24,779 61 






$1,000 00 


$4,000 00 
13,621 95 


1866 




$771 95 

709 60 

890 00 

1,127 00 

1,127 50 

1,000 00 

1,000 00 

869 17 

2,081 41 

1,660 00 

1,500 00 

1.900 00 
1,971 26 
1,651 24 
1,132 67 
2,088 75 
2,302 82 
2,829 75 
3,587 55 
4,102 59 
5,528 79 
5,638 95 
6,480 68 

6.901 00 


1867 






14,707 57 


1868 






6,076 00 


1869 . 






11,057 62 


1870 






11,669 96 


1871 






9,424 85 


1872 




10,000 00 


72,622 66 


1873 




17,844 20 


1874 .. . 






14,676 97 


1875 






14,290 76 


1876 






6,347 61 


1877 




2,410 00 


1878 




1,000 00 
20,800 00 


3,211 86 


1879 

1880 


$6,675 17 
9,024 51 
10,165 59 
8,951 67 
11,465 67 
10,479 25 
11,239 97 
12,357 30 
15,607 80 
17,313 39 
16,450 35 


53,906 02 
10,157 18 


1881.... 


220 29 




12,474 63 


1882 




11,254 49 


1883 






14,295 42 


1884 


5,795 96 
1,882 44 
4,404 99 
28,253 52 
7,849 72 
3,956 88 




19,862 76 


1885 




17,225 00 


1886 




22,291 08 


1887 




49,500 27 


1888 




31,643 79 


1889 




27,308 23 








Totals 


$250,497 53 


$129,730 67 


$58,852 68 


$32,800 00 


$4J1,880 88 





DISBURSEMENTS. 



Year. 


Grounds 

and 
buildings. 


Improve- 
ments. 


Library. 


Apparatus. 


Salaries. 


Miscella- 
neous. 


Total. 


1865... 


$1,000 00 
10,000 00 
5,650 00 








$1,000 00 
2,850 00 
4,000 00 
3,675 00 
8,704 20 
7,350 00 
7,000 00 
9,067 66 
9,550 00 
9,700 00 
10,340 00 
4,200 00 
1,900 00 
1,368 55 
4,121 16 
5,385 00 
7,700 00 
8,515 00 
8,965 00 
11,786 67 N 
13,183 75 
15,132 00 
15,428 00 
18,537 00 
19,676 00 


$2,000 00 

607 67 

1,500 00 

2,037 00 

1,699 86 

2.004 33 
1,738 67 
1,750 00 
2,178 67 
2,683 52 
2,290 76 
2,147 00 

602 71 
2,903 18 
1,550 27 
3,260 47 
3,905 32 
2,921 86 

3.005 08 
5,220 76 
3,438 68 
5,194 77 
2,533 85 

10,176 65 
6,080 76 


$4,000 00 
13,749 93 


1866... 




$292 26 




1867... 


$1,850 00 

50 00 

591 67 

1,839 81 

450 00 

305 00 

1,220 53 

1,645 56 

950 00 


$1,497 97 


14,497 97 


1868... 


224 00 


5,986 00 


1869... 




176 00 
197 70 


11,171 73 


1870... 




150 00 
236 18 
850 00 
300 00 
450 00 
400 00 


11,541 84 


1871... 




8,524 85 
72,622 66 
17,853 70 
14,479 08 


1872... 
1873... 
1874... 


60,150 00 
3,004 50 


500 00 
1,600 00 


1875... 




150 00 


14,130 76 


1876... 




6,347 00 
3,012 71 


1877... 




230 00 
240 60 




280 00 


1878... 






4,512 33 


1879... 


45,579 61 






51,251 04 


1880... 




93 25 
202 37 
239 64 
200 00 
250 00 
250 00 
500 00 
500 00 
500 00 
500 00 


211 38 
185 30 


8,950 10 


1881... 




601 83 


12,594 82 


1882... 




11,676 50 


1883... 






215 52 
500 00 
500 00 
500 00 
800 00 
1,800 00 
1,200 00 


12,385 60 


1884... 




2,475 00 
100 00 
840 00 
400 00 

5,000 00 
250 00 


20,232 43 


1885... 




17,472 43 


1886... 




22,166 77 


1887... 
1888... 


24,984 26 


44,646 11 
36,013 65 


1889... 




27,706 76 








Tot'].. 


$150,368 37 


$19,040 00 


$6,137 70 


$10,313 87 


$209,134 99 


$73,431 84 


$468,426 77 



144 History of the State normal School. 



Ailendanee — Annual Addresses. 



SUMMARY OF ATTENDANCE, ETC. 





Normal department. 


Model department. 


■■* 

a 

a, 

© 

a 


8 .3 

jo a. 

• s 
: a 


!> 

Co © 

5 g 
~ s 

a.g 


2s © 


Year. 


CO 


B 
EL 


H 
o 




B 
EL 


o 
5" 


.2. 1 

1 -i 


1865 














43 
90 
152 
153 
198 
243 
215 
180 
219 
236 
375 
345 
125 
130 
90 
199 
366 
402 
452 
534 
605 
724 
746 
875 
930 






2 

4 

9 

5 



2 

3 

15 

18 

14 

5 

2 

12 

11 

21 

44 

36 

20 

18 

33 

23 

41 

41 






1866 














14 
20 
19 
19 
22 
23 
22 
29 




1867 


55 
58 
73 
82 
80 
61 


75 
59 
76 
98 
95 
97 


125 
117 
149 
180 
175 
157 
172 
191 
145 


12 
18 
23 
29 
15 
12 
23 


15 
18 
26 
34 
25 
11 
24 


27 

36 
49 
63 
40 
23 
47 
45 
230 


7 


1868 


5 


1869 


7 


1870 


7 


1871 


5 


1872 


8 


1873 


9 


1874 








1875 














1876 














1877 


















1878 


















1879 


















1880 


29 

68 

83 

99 

116 

97 

125 

168 

246 

256 


34 
96 
117 
151 
160 
208 
306 
333 
423 
466 


63 
164 
200 
250 
283 
305 
431 
501 
669 
722 


54 
93 
87 
91 

109 
85 
73 

109 
97 
75 


82 
109 
115 
111 
149 
215 
220 
136 
109 
133 


136 
202 
202 
202 
251 
300 
293 
245 
206 
208 


24 

38 
41 
43 
49 
55 
61 
81 
82 
80 




1881 


11 


1882 


8 


1883 * 


8 


1884 


11 


1885 


10 


1886 


11 


1887 


16 


1888 


15 


1889 


15 







ANNUAL ADDRESSES. 

The program for commencement week each year has usually provided 

for an educational and a baccalaureate address, though previous to 1872 

no formal baccalaureate addresses were delivered. As there was no 

graduating class in 1871, there were no formal commencement exercises. 

Year. Educational address. Baccalaureate address. 

1866 Hon. I. T. Goodnow 

1867 No formal addresses 

1868 President Richard Edwards, LL. D 

1869 Hon. T. D. Thacher 

1870 Hon. I. S. Kalloch 

1872 Peter McVicar, D. D., President G. W. Hoss. 

1873 Hon. T. D. Thaeher, No address. 

1874 Prof. H. B. Norton, President C. R. Pomeroy. 

1875 Hon. L. B. Kellogg, President C. R. Pomeroy. 

1876 No formal address, President C. R. Pomeroy. 

1877 No formal address, Bishop T. H. Vail. 

1878 No formal address, Rev. F. S. McCabe. 

1879 No formal address, Rev. C. Monjeau. 

1880 Chancellor James Marvin President R. B. Welch. 

1881 Hon. T. D. Thacher, • • President R. B. Welch. 

1882 O. J. Cowles, D. D R. Cordley, D.D. 

1883 Hon. R. B. Welch, B. H. Smith, D.D. 

1884 R. Edwards, D. D., R. Cordley, D. D. 

1885 A. D. Mayo, LL. D., . . . Rev. H. W. George. 

1886 S. S. Laws, LL.D., James Marvin, D.D. 

1887 Prof. C. M. Woodward, Bishop Thomas. 

1888 Prof. John W. Cook, Chancellor J. A. Lippincott. 



1889 



EX-PEESIDENTS' SYMPOSIUM. 

L. B. Kellogg, G. W. Hoss, R. B. Welch, 



W. H. Black, D.D. 



BRIG-A-BBAG. 145 



iSrie-a-JSraQ. 



— The diplomas of the sixties were genuine sheepskin. 

— No man by the name of Smith has yet served on the board of 
regents. 

— Governor Glick and Mrs. Taylor led the promenade at the Dickens 
social in '83. 

— The tuition was free to teachers in '65, with an incidental fee of 
five dollars for the year. 

— Since Dr. J. J. Wright's time expired, in '81, there has been no 
local regent on the board. 

— Governor Martin delivered an eloquent address at the class recep- 
tion on the evening of June 11, '85. 

— Charles Dickens jr. read for the societies in the spring of '88, and 
the entertainment realized them some $50. 

— -Mayor N. E. Weaver, of Emporia, is but one of the many fine busi- 
ness men who learned system at the Normal. 

— Rebecca Buchanan, George Fowler, and J. N. Wilkinson have in 
order been the secretaries of the faculty for the eighties. 

— Over six hundred of the seven hundred under-graduates reporting 
have taught school since entering the Normal the first time. 

— The Emporias beat the Normals by a score of 24 to 13, in base ball 
June 13, '82. Ball is not a Normal accomplishment anyhow. 

— The Homer social in '86 was the "climax social of the eighties," 
eclipsing even the Shakesperian of '84, and the Dickens of '83. 

— The executive officer of the Normal School was called the Principal 
until 1872, since which time he has been designated as the President. 

— Lulu Holmes, Alfred Docking, W. S. Picken, and W. C. Stevenson 
have served as the office clerks since '83, the latter two serving two years 
each. 

— The old settlers think that no other city reporters have ever writ 
up Normal doings as happily as that wide-awake trio, Butts, Stubbs, 
and Wright. 

— During his first year Principal Kellogg boarded at the Rev. G. C. 
Morse's, two miles southeast of the city, enjoying his walk and his 
meals with rare relish. 

— A series of lectures on religious subjects was announced for Sunday 
afternoons in the fall of 1880, the opening lecture being by Rev. Thos. 
Burrows, November 21. 

— The Greenback Society organized June 14, '82, with G. A. Hege, 
president, and E. G. Shaw, secretary. It was revived in the fall, but 
disappeared with the early frosts. 

— That handsome globe in the library is the gift of U. S. Senator P. B. 



146 Hi 8 TOBY OF THE STATE NOBMAL SCHOOL. 

Plumb — a man, by the way, to whom the Normal is indebted for many 
little kindnesses of a similar sort. 

— It was on class day, '83, that Mr. Davidson, on behalf of the juniors, 
and the "other fellows far down," presented the seniors, through Mr. 
Payne, with a bottle of pain-killer. 

— C. S. Cross, cashier of the First National Bank, Emporia, was the 
first pupil on hand for the opening of the model school in '67, " waiting 
round several days for the bell to tap." 

— That public gymnastic entertainment, under direction of Prof. B. T. 
Davis, which aroused so much enthusiasm among students and citizens, 
was given at the opera house on February 8, 1882. 

— In speaking of the graduating essays of the class of 1867, the city 
papers said: They were well written, and "what is unusual in female 
productions of this kind, both were well delivered." 

— Arbor Day fell on April 1st in '86. The classes were in uniform 
and cockades. The "civil war" continued for a short half- hour, but 
the President remarked afterward that the experience would satisfy 
him for twenty years to come. 

— Herr Bille, the Danish ambassador, visited the Normal in the fall of 
1882, and, Miss Kuhlmann acting as interpreter, gave a very interesting 
address to the students. He spoke feelingly of Hans Christian Ander- 
sen, whose intimate friend he had been. 

— The reception to the G. A. R., S. of V., and the W. R. C, on March 13, 
1889, will long be remembered as a most notable event. It was esti- 
mated that six thousand people passed through the building on that 
evening, saluting the Grand Army officers present. 

— The fees of '77-78 were, for the preparatory classes, $5 per term; 
for the classical course, normal department, $7; for the Normal and 
scientific courses, $8, and $2 extra each term for incidental fee in each 
case; there were three terms per year in those years. The fees in the 
eighties have been substantially the same as in '89. 

— The motto for '72 was Lux et Veritas; for '76, Nulla vestegia retror- 
sum; for '82, Right, then forward; for '83, Seek the broader view; for 
'84, By this sign (with vignette, the torch of truth); for '85, Then the 
full corn in the ear; for '86, Maintain the truth; for '87, Ut prosim; for 
'88, By counsel and help; for '89, Non forma sed spiritus. 

— It would seem that the boys and girls of the early days had some 
fun occasionally. The News of December 16, 1865, says: "On Thurs- 
day night the students had a sociable which was a very pleasant affair. 
Rosy cheeks, bright eyes, smiles," (think of it) "happy, musical voices, 
singing, promenading, and conversation were the order of the evening." 

— Among the popular janitors of the seventies were Davis and Ed- 
wards. Mr. Greenwood, janitor for '81 and '82, died a few years since, at 
Mound City. Mr. J. L. Short, his successor in February, '83, remained 
until June, '84, and after an absence of two years again took charge of 
the building, a position which he fills most acceptably. He is generally 



BBIG-A-BBAG. 147 



recognized as keeping the neatest school building in the State. Mr. 
Wm. Tolbert, janitor from '84 to '86, is living at Council Grove. 

— Since the Alumni Record went to print, the reports returned give 
the following additional items: Matilda Upton (Mrs. G. Pinkham), of 
'69, is living at Wakeeney; May Webster (Mrs. Sommers), of '82, at 
Clyde; Weltha A. Webster, of '82, at her old home, Logan; Mary F. 
Hunter (Mrs. E. D. Brookman), of '82, at Vermillion, South Dakota; 
S. C. Hardin, of '82, is principal of the Floral schools; and H. C. Ford, 
of '81, has recently been appointed superintendent of one of the Indian 
schools in the Indian Territory. 

— The opening stanza of the class song for '86 will call up "fond rec- 
ollections" for students of every year, particularly for those who were 
so fortunate as to own gloves: 

" I stood in my room in the morning 
As the clock was striking eight, 
And the Normal bell was ringing, — 
I knew that I'd be late. 
Yes, for away in the distance 
I could hear the Normal bell ; 
But my books were lost, and my pencils, 
And my gloves were gone as well." 

— Occasionally a rather youthful-looking student is sent to the model 
school to take his first lessons in teaching. When the present pro- 
fessor of Latin, not so tall even by several inches as now, was given 
his permit, he sought, in company with a stalwart friend, the critic 
teacher for instruction and assignment. After locating his companion, 
she turned to him and said, "Well, my little boy, what do you want? " 
He straightened himself up and frigidly presented his permit to the 
innocent offender. The query met him at every street corner for 
months afterward, and occasionally an old friend now steps up qui- 
etly beside him and says, "Well, my little boy, what do you want?" It 
is a little strange that this bit failed to get into his reminiscences. 

— The salaries of the members of the faculty have varied greatly. The 
president, principal, received for '65, $1,000 and tuition fees ; in June, 
'68, the salary was fixed at $2,000, and that of the assistant principal 
at $1,800. In '71, the president's salary was raised to $2,500 ; for '75-6 
it was reduced to $2,200. For 1880 it was $1,500; '82, $1,800; '84, 
$2,000 ; '85, $2,500. In '71, the salary of the chair of languages was 
fixed at $1,600, and that of the preceptress at $1,200. For '75-6, the 
salaries of the chairs of natural science and mathematics were $1,400 ; 
of language, $1,200 ; of preceptress, $900. In 1879 it was ordered that 
the male teachers be paid $1,000 and the females $700. These salaries 
have been increased from time to time, the chairs of language, elocu- 
tion, kindergarten and drawing having received $1,000 and $1,100 
since 1887 ; the chairs of natural history and Latin are now $1,500 
each ; mathematics, $1,600 ; physics and director in training, $1,800 
each. The assistants in the model school, giving full time, receive 
$550 and $600. The janitor has been receiving $1,600 since the addi- 
tion of the new wing. He employs his own assistants. 



148 HIS TOBY OF THE STATE NOBMAL SCHOOL. 



— The classes in the earlier days were not organized as fully as now, 
and the memories of those whom we have interviewed are so defective 
that the list here given is not as complete as we would like. Mary J. 
Watson and Ellen Plumb were respectively the valedictorian and salu- 
tatorian for 1867; Martha J. Nichols was valedictorian for 1869, and 
Hattie S. Hawkins for 1870; S. C. Slack and J. H. Hill were respectively 
the valedictorian and salutatorian for 1875; Flora A. Bennett and Ella 
Murdock were valedictorians, and Addison W. Stubbs and Ansel Gridley 
jr., salutatorians for 1876; Bertha Dyche and James T. Bradley were 
respectively the valedictorian and salutatorian for 1881; Anna M. Bis- 
sell was the salutatorian for 1882. The following have been the class 
presidents, valedictorians, and salutatorians respectively since 1882: 
1883, C. A. Bishop, Eva McNally, Peter J. Galle; 1884, Fremont Miller, 
Addie L. Loomis, Robert M. Auchard; 1885, Thomas H. Reynolds, Alice 
Hadley, Charles R. Sortor; 1886, L. W. Duncan, Carrie T. Bradley, W. M. 
Davidson; 1887, A. D. Crooks, Alfreda Judd, A. D. Crooks; 1888, Eli 
Sutton, Mary Holsinger, Myrtle Jones; 1889, L. Kate Bacon, Mary A. 
Whitney, D. A. Tear. 

— Lectures by eminent men and women have been delivered from 
time to time before the students and friends, but the first regularly 
organized lecture course successfully carried out was for the season of 
1887-8. It was placed under the direction of a committee consisting 
of Professors J. N. Wilkinson, M. P. Spencer, and M. A. Bailey. All 
student ticket-holders were permitted to share in the dividends. About 
three hundred course tickets at one dollar each were taken at once, and 
the number put on sale was soon exhausted. The course was a great 
success in every way, the students receiving a dividend reducing the 
actual cost of tickets to 65 cents each. The course included lectures 
and entertainments by R. G. Horr, George W. Bain, Frank Beard, Frank 
Lincoln, and the Musin Concert Company. The faculty committee for 
the year 1888-9 remained the same, except that Professor Penny took 
Professor Bailey's place, and cooperating committees were appointed 
from the Lyceum, Literati, and Belles-Lettres societies. The proceeds 
were shared by the three societies. The course tickets to students 
were $1 each, to others $1.50, and were sold even more promptly than 
before, the net proceeds amounting to about $278. The course included 
lectures by Joseph Cook, George R. Wendling, and Judge Tourgee, a 
reading by Professor Trueblood, and a concert by the Meig Sisters. 



The following statutes are quoted to show some of the uses that the 
State has seen fit to make of the Normal School a little out of the line 
of its regular work. It is true nothing is now done under the first of 
these acts, but the signal service, under the control of the general gov- 
ernment, honors the Normal with the duty of keeping the records from 
a set of instruments furnished here. The work of the State board of 



BBIC-A-BBAC. 149 



education is now one of the most important in the public-school system 
of the State. 

AN ACT TO ESTABLISH A BUREAU OF IMMIGRATION, AND APPOINT AGENTS THEREFOR. 

[Took effect February 26, 186k.] 

Sec. 3. It shall be the duty of faculty of the State Agricultural College, of the State 
Normal School and of the State University, when organized, to carefully preserve a 
daily meteorological record, which, with all such other information relative to climate, 
soil, minerals, and all other scientific facts bearing upon the resources of the State that 
such faculties may be able to gather, shall be forwarded for publication to the office of 
the bureau, at the capital. 

Approved February 26, 1864. 

[The existence of this bureau depended upon appropriations.] 

STATE BOARD OF EDUCATION. 

[Took effect April 7, 1876.] 

Sec. 7. There shall be a State board of education, consisting of the State superin- 
tendent of public instruction, the chancellor of the State University, the president of 
the State Agricultural College, and the principals of the State Normal Schools at Em- 
poria and Leavenworth. . . . 

Sec. 9. The State board of education shall meet at the city of Topeka, on the fourth 
Monday of August in each year, and at such other times and places as may by them be 
deemed necessary, and proceed to the transaction of such business as may legally come 
before them, and to examine all applicants who may present themselves for such ex- 
amination: . . . Provided, That the provisions of this act shall be carried out with- 
out expense to the State. 

ADDITIONAL DUTY. 

[Took effect March 17, 1885.] 
Section 1. That the State board of education is hereby instructed to prepare a series 
of questions for each examination, to be used in each county of the State of Kansas 
for the examination of teachers. . . . 



150 HISTOBT OF THE STATE NOBMAL SCHOOL. 



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PART II. 



ANNUAL CATALOGUE 



Officers and students 



STATE NORMAL SCHOOL, 



EMPOKIA, KANSAS. 



TWENTY-FIFTH YEAR 

1888-89. 



Non Forma sed Spiritus. 



TOPEKA. 

KANSAS PUBLISHING HOUSE : OLIFFOBD O. BAKEB, STATE PRINTEB. 
1889. 



Board of Regents, 



(Teem Expiees in 1891.) 

HENRY D. DICKSON, Esq., Neosho Falls. 

JOHN H. FRANKLIN, Esq., Russell. 

WILLIAM H. CALDWELL, Esq., .... Beloit. 

(Teem Expiees in 1893.) 

JUDSON S. WEST, Esq., Fort Scott. 

RODOLPH HATFIELD, Esq., .... Wichita. 

CHARLES W. HULL, Esq., Kirwin. 

OFFICERS OF THE BOARD. 

President, John H. Fbanklin. 

Vice President, .... Rodolph Hatfield. 

Secretary, Henbt D. Diokson. 

Treasurer, . . . . . William H. Caldwell. 



State Nobmal School. 



Faculty. 



ALBERT R. TAYLOR, Ph. D., President, 
Mental, Moral, and Social Sciences. 

JASPER N. WILKINSON, Secretary, 
Director in Training. 

THOMAS H. DINSMORE, Jb., Ph.D., 

Physics and Chemistry. 

MIDDLESEX A. BAILEY, A.M., 

Mathematics. 

VIOLA V. PRICE, Ph.M., 
Grammar and Rhetoric. 

MARTHA P. SPENCER, 

Elocution and Literature. 

DORMAN S. KELLY, 
Natural History. 

JOSEPH H. HILL, A. B., 

Latin. 

MAY L. CLIFFORD, 

Drawing and Geography. 

GEORGE B. PENNY, B.S., 
Vocal Music, Piano, and Theory. 

LIZZIE J. STEPHENSON, 

Model Intermediate. 

EMILIE KUHLMANN, 
Model Primary and Kindergarten. 

MINNIE E. CURTISS, M.Ph., 
History, and Assistant Teacher. 

JEANNE H. BRAZIL, 

Assistant in Model School, Intermediate Department. 

ROSE BLANTON, 
Acting Librarian. 



Annual Catalogue. 



Register of Students. 

1888-9. 



POST-GRADUATES. 



Crooks, Alexander David, 
Gridley, Emma Lorette, 
Judd, Etta, 
Judd, Alfreda, 
McClain, John Andrew, 
Putnam, Letha Eastwood, 



POST OFFICE — COUNTY. 

Osage City, Osage. 
Kingman, Kingman. 
Melvern, Osage. 
Melvern, Osage. 
Osage City, Osage. 
Emporia, Lyon. 



FOURTH YEAR 



SENIORS — (H CLASS). 

LATIN COUKSE. 

Bogle, Artemas Melvin, .... Pittsburg, Crawford. 
Whitney, Mary Alice, Emporia, Lyon. 

ENGLISH COUKSE. 

Jones, Humphrey William, . . . Manhattan, Riley. 
Minor, Lucy Ann, Emporia, Lyon. 



ELEMEN 

Adams, George Irving, 
Armstrong, Lyman Herbert, 
Bacon, Laura Kate, 
Boyles, Anna Bowen, 
Brazil, Jeanne H., 
Brooks, Jennie May, 
Brown, Love, . 
Campbell, Thomas William, 
Cochran, Lucy Annis, 
Collins, Nellie Louise, . 
Evans, Alice Lee, 
Ferguson, Daisy Dutton, 
Frazier, John, 
Gause, Ida May, 



COURSE. 

Moran, Allen. 
Frankfort, Marshall. 
Moran, Allen. 
Hutchinson, Reno. 
Moline, Elk. 
Ottawa, Franklin. 
Osage City, Osage. 
Barrett, Marshall. 
Penfleld, Osage. 
Emporia, Lyon. 
Stafford, Stafford. 
Emporia, Lyon. 
Austin, Neosho. 
Emporia, Lyon. 



State Normal school. 



NAME. 

Gordon, Joseph Wesley, 
Harris, Laura Belle, 
Johnson, Ora Anna, 
King, Maggie M., . 
Maxson, Jeannette, 
McCoy, Martha Scott, 
Miller, Prances E., 
Orem, Rebecca, 
Phillips, Albert Shelton, 
Piatt, Marcellus, 
Reed, William Wallace, 
Rhodes, Jeremiah Milton, 
Rhodes, Jemima 0., 
Rudisill, Flora Alice, 
Spiers, Gertrude, 
Stevenson, William Clarence 
Tear, Daniel Ambrose, 
Waring, Fannie, 
Whitson, Ida May, 
Williams, Samuel Douglas, 
Wishard, Lewis Henry, 
Woods, Carrie Ellen, 



POST OFFICE — COUNTY. 

Horton, Brown. 
Emporia, Lyon. 
Bunker Hill, Russell. 
Hazelton, Barber. 
Emporia, Lyon. 
Topeka, Shawnee. 
Kansas City, Mo. 
Baileyville, Nemaha. 
Dwight, Morris. 
Belle Plaine, Sumner. 
Nickerson, Reno. 
Jasper, Mo. 
Jasper, Mo. 
Emporia, Lyon. 
Lyons, Rice. 
Eureka, Greenwood. 
Furley, Sedgwick. 
Peabody, Marion. 
Vincent, Osborne. 
Parsons, Labette. 
Augusta, Butler. 
Montana, Labette. 



Jay, Inez, 

Parker, Albert Lincoln, 



ACADEMIC COURSE. 



Lyons, Rice. 
Jasper, Mo. 



JUNIORS— (G CLASS). 



Culver, Hattie Margaret, 

Easter, Jacob Huff, 

Enloe, Enoch Licurgus, 

Espenlaub, Elizabeth Fredricca, 

Hiner, Lucie A., . 

Hutchings, Charles William, 

Jones, Rosa May, 

King, Julia Belle, 

Kirkendall, Grace, . 

Knowles, Julia Adgate, . 

Knowles, Sarah Cecelia, 

Madden, May Belle, 

Straight, Mary Elizabeth, 

Wilcox, Ida Rosella, 

Wilson, Eda Annetta Estella Florence, 



Emporia, Lyon. 
Holton, Jackson. 
Coolidge, Hamilton. 
Rosedale, Wyandotte. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Winfleld, Cowley. 
Emporia, Lyon. 
Ottawa, Ohio. 
Ottawa, Ohio. 
Independence, Montgomery. 
Dunlap, Morris. 
Concordia, Cloud. 
Olpe, Lyon. 



Annual Catalogue. 



THIRD YEAR. 



NAME. 

Colestock, Mrs. Minnie Asher, 
Collet, Alonzo McGee, . 
Culver, Chester Murphy, 
Drake, Bertha Mae, 
Hogle, Ada, 
Lewis, Ethel Lynn, 
Manning, Harris W., 
Wilbur, Hettie, 



POST OFFICE — COUNTY. 

Kansas City, Wyandotte. 
Moran, Allen. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Admire, Lyon. 



SECOND YEAR. 



D CLASS. 

Baxter, Louis Warren, Emporia, Lyon. 

Best, Alice Elizabeth, Emporia, Lyon. 

Branson, Mattie Jane, Hartford, Lyon. 

Bishoff, Mark Lincoln, .... Eudora, Douglas. 

Brinkerhoff, Charles Nelson, . . . Colfax, Chautauqua. 

Brown, William Brazil, .... Howard, Elk. 

Carman, Alice, Phillipsburg, Phillips. 

Carpenter, Mertie Luella, .... Piqua, Woodson. 

Carter, Charles Clive, ..... Topeka, Shawnee. 

Chadwick, Mary Mae, Marion, Marion. 

Coffman, Alka Blanche, .... Emporia, Lyon. 

Creighton, Elmer Orr, Coffeysburg, Mo. 

Frazier, Elizabeth, Austin, Neosho. 

Grant, Grace Fannie, . . . . . Arvonia, Osage. 

Gordon, Mary Arabelle, .... Horton, Brown. 

Hall, William Bastow, Bateham, Clay. 

Hatfield, Adaline, Norton, Norton. 

Hays, Frank Seymour, Richland, Shawnee. 

Hench, Elmer Ethridge Ellsworth, . . Fountaindale, III. 

Holman, Araminta, Leavenworth, Leavenworth. 

Hubbard, Flora, Galena, Cherokee. 

Keezel, Mrs. Carrie Francelia Brown, . Lecompton, Douglas. 

Kyser, Willis Melvin, Grenola, Elk. 

Leonard, Mary Agnes, Americus, Lyon. 

Longenecker, Florence Reichard, . . Paola, Miami. 

Mack, Lola Lydia, McPherson, McPherson. 

Meskimons, James Raper, .... Emporia, Lyon. 

Meskimen, Lillie May, Onaga, Pottawatomie. 

Miller, Delia May, Emporia, Lyon. 



State Noemal School. 



NAME. 

Montgomery, Samuel Newton, 

Parsons, Hiram Alzamon Melvin, 

Rhodes, Allie May, 

Rubow, Laura Anna, 

Ruggles, Robert Mitchell, 

Thomas, Amelia, 

Thompson, John A., 

Weaver, Anna Grace, 

Weir, William, 

Wilson, Nora, . 



C CLASS. 



Adams, John Quincy, 
Bacon, Henrietta Elizabeth, 
Ball, Laura Belle, 
Barnes, Charles William, 
Blanton, Rosabel Aye, 
Bogar, Thomas Portrum, 
Brandley, Clare, 
Brown, Benjamin Eli, . 
Brown, Ora Chilnissae, . 
Carothers, Clarence Grant, 
Clark, Henrietta, 
Clark, Elva Enola, . 
Colburn, James M., 
Cooke, Fannie, 
Covert, Nellie Penelope, 
Edge, Edith, . 
Elliott, Hiram W., . 
Fauble, Carrie Estella, . 
Fauble, Ollie Genevieve, 
Ferguson, Katie Bernice Jane, 
Ferguson, Lu Etta, 
Fisher, Kate, 
Gilman, Hattie Grace, . 
Gordon, Frank Elwood, 
Griffith, Sue M., 
Hadden, Rose Evelyn, . 
Harris, Ida Elma, . 
Hinds, Sadie, . 
Hinshaw, Clara Valetta, 
Hummer, Cynthia Elizabeth, 
Jackson, Mary Florence, 
Kane, Lizzie Marie, 
Keithly, Charles Edward, 
Kenwell, Joseph Cyrus, 
Kittell, George Henry, . 



POST OFFICE — COUNTY. 

Galena, Cherokee. 
Carey, Montgomery. 
Jasper, Mo. 
Scranton, Osage. 
Emporia, Lyon. 
Junction City, Geary. 
Gr enola, Elk. 
Emporia, Lyon. 
Topeka, Shawnee. 
Onaga, Pottawatomie. 



Hoyt, Jackson. 
Fancy Creek, Clay. 
Oswego, Labette. 
Emporia, Lyon. 
Topeka, Shawnee. 
Pittsburg, Crawford. 
Matfielcl Green, Chase. 
Piqua, Woodson. 
Aulne, Marion. 
Villisca, Iowa. 
Topeka, Shawnee. 
Emporia, Lyon. 
Salina, Saline. 
Emporia, Lyon. 
Florence, Marion. 
Leavenworth, Leavenworth. 
Chanute, Neosho. 
Perry, Jefferson. 
Perry, Jefferson. 
Humboldt, Allen. 
Emporia, Lyon. 
Rosedale, Wyandotte. 
Boling, Leavenworth. 
Horton, Brown. 
Canton, McPherson. 
Smith Center, Smith. 
Emporia, Lyon. 
Turon, Reno. 
Emporia, Lyon. 
Emporia, Lyon. 
New Albany, Wilson. 
Scott, Scott. 
Walnut, Crawford. 
Emporia, Lyon. 
Newton, Harvey. 



Annual Catalogue. 



NAME. 

Lanning, Ella, . 
Lewis, Eliza Ann, . 
Liggett, Florence Jane, 
Liggett, Roy Shannon, . 
McCartney, Ethel Blanche, 
McClurkin, Cyrus Cameron, 
McKee, Edna Iona, 
Miller, William Elonzo, 
Millikan, Mary Grace, . 
Millikan, Max Frank, 
Moller, Louetta Myrtle, 
Morgan, Margareta Caroline 
Myler, Ada Douglas, 
Owen, Clara, 
Patterson, Jennie, . 
Phillips, Everett Ney. 
Powell, Edna, . 
Reiber, Willow Bell, 
Rickert, Cornelius P., 
Roberts, Mary Jane,* 
Russell, John Tecumseh 
Settle, Marcus D., . 
Shepherd, Grace Marie, 
Smith, Olive Aurelia, 
Smith, Sarah Evelyn, 
Smith, Sarah Louisa, 
Spence, Mary Olive, 
Stevens, Clarence Allen, 
Stout, Ella, 
Stout, Eva Lenora, . 
Strain, Augustin Sackett, 
Titt, Alice Louise, . 
Tressler, George Abner, 
Turner, Fannie May. 
White, Ambrose, 
Wilhite, Etta Belle, . 
Wolf, George Melden, 



POST OFFICE — COUNTY. 

LaCygne, Linn. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Valley Falls, Jefferson. 
Clay Center, Clay. 
Emporia, Lyon. 
Americus, Lyon. 
Wichita, Sedgwick. 
Wichita, Sedgwick. 
Seabrook, Shawnee. 
Council Grove, Morris. 
Iola, Allen. 

North Topeka, Shawnee. 
Hamilton, Greenwood. 
Emporia, Lyon. 
Eutopia, Greenwood. 
Emporia, Lyon. 
Newton, Harvey. 
Emporia, Lyon. 
Bronson, Bourbon. 
Mullenville, Kiowa. 
Lenora, Norton. 
Emporia, Lyon. 
Emporia, Lyon. 
Lansing, Leavenworth. 
Emporia, Lyon. 
Nickerson, Reno. 
Emporia, Lyon. 
Plymouth, Lyon. 
Emporia. Lyon. 
White City, Morris. 
Americus, Lyon. 
Pontiac, Butler. 
Americus, Lyon. 
Emporia, Lyon. 
Americus, Lyon. 



FIRST YEAR. 



B CLASS. 

Albach, Rosetta Marguerite, . . . Scranton, Osage. 

Alexander, Margaret Elizabeth, . . . Emporia, Lyon. 

Bacon, Adaline Maria, Fancy Creek, Clay. 



* Deceased. 



10 



State nobmal School. 



NAME. 

Baird, William Allen, 
Ballew, Thomas Joseph, 
Barber, Andrew Hamilton, 
Bates, Oren L., 
Baxter, Thomas, 
Beaty, Mariah Elizabeth 
Betty, Evangeline, . 
Binford, Gurney, 
Bishop, Elmer Ellsworth 
Boothe, Anna Belle, 
Boothe, Sadie Ann, 
Boyland, Olive Cecilia, 
Brewer, Lulu Eldora, 
Brie, Theresa Maria, 
Brown, Caroline May, 
Brown, Charles A., . 
Burch, Thomas F., . 
Burchfield, Bessie, . 
Burton, Laura, 
Calvert, Edna, 
Carr, Lillian Prances, 
Childears, Nora, 
Clark, Bertha, . 
Clarke, Etta Idelle, 
Clark, Viola May, . 
Cochran, Beatrice, . 
Coleman, Fanny Elinor, 
Collins, Berta Beetta, 
Collins, Mary Elizabeth, 
Coman, Clara Cecilia, 
Cone, Cora, 

Cox, Penelope Loretta, 
Curt, Samuel W., 
Davis, Frances Jemima, 
Dawson, Minnie, 
De Camp, Maude Alice, 
Dixon, Emma Nisei, 
Dumbauld, Albertus, 
Eddy, Martha Lucretia, 
Edgar, Mrs. Hattie Mary, 
Edwards, Mattie, 
Eisiminger, Minnie, 
Ferguson, Myrtle Elizabeth, 
Fesler, Leo Kearney, 
Fetherngill, Vide M., 



POST OFFICE — COUNTY. 

Cuba, Republic. 
Allen, Lyon. 
Morantown, Allen. 
Abilene, Dickinson. 
Emporia, Lyon. 
Weir, Cherokee. 
Hazelton, Barber. 
Haviland, Kioiva. 
Grenola, Elk. 
Melvern, Osage. 
Melvern, Osage. 
Allen, Lyon. 
Quincy, Greenwood. 
White Cloud, Doniphan. 
Emporia, Lyon. 
Emporia, Lyon. 
Corioin, Harper. 
Emporia, Lyon. 
Trenton, Neb. 
Muscotah, Atchison. 
Emporia, Lyon. 
Emporia, Lyon. 
Talmo, Republic. 
Emporia, Lyon. 
Talmo, Republic. 
Emporia, Lyon. 
Cottonwood Falls, Chase. 
Emporia, Lyon. 
Chetopa, Labette. 
Scammon, Cherokee. 
Burlington, Coffey. 
Rose Hill, Butler. 
Emporia, Lyon. 
Sterling, Rice. 
Emporia, Lyon. 
Emporia, Lyon. 
Troy, Doniphan. 
Hartford, Lyon. 
Tescott, Ottawa. 
Wichita, Sedgwick. 
Emporia, Lyon. 
Hutchinson, Reno. 
Humboldt, Allen. 
Morgantoion, Ind. 
Iola, Allen. 



* Deceased. 



Annual Catalogue. 



11 



NAME. 

Finley, David Reed, 
Fogleman, Samuel Lincoln, 
Freas, Thomas Bruce, . 
Geraghty, William Francis, 
Giger, Ulala Henrietta, 
Gilman, Annie May, 
Gilman, David William, 
Glasgow, Cora, 
Glasgow, Onie, 
Goff, Bertie, . 
Grant, Malvina Gertrude, 
Hart, Ora Edna, 
Haworth, Flora, 
Hiatt, Emma Jane, 
Hill, Nora May, 
Hodgin, Anna J., 
Hogue, Charles Larimer, 
Holderness, Henry Nelson, 
Holman, Ida Codista, 
Houseworth, Rachel Estella, 
Hughes, Clara 0., . 
Hunt, Jacob, 
Hunt, Olive, 

Irwin, Samuel Simonton, 
Jackson, Hattie May, 
Johnson, Charles E., 
Johnson, Rosa May, 
Johnson, Junia Amanda, 
Jones, Ida Lillian, . 
Jones, Lena, 
Kendall, Henry John, 
King, Grace Adaline, 
King, May, 
Leatherwood, Elmer, 
Lee, Richard Allen, 
Lester, Susie Fields, 
Lewis, Zimri H., 
Logsdon, James Lafayette, 
Lunbeck, Clara Dell, 
Manning, Kate, 
Manser, Jennie Lee, 
Manser, Mary Ruth, 
Matthews, Minnie May, 
McBride, John Wesley, . 
McClurkin, Hugh Latimer, 
McElroy, Adam Paschal, 



POST OFFICE — COUNTY. 

Dennis, Labette. 
Altamont, Labette. 
Utica, Ohio. 
Reading, Lyon. 
Emporia, Lyon. 
Madison, Greenwood. 
Madison, Greenwood. 
Courtland, Republic. 
Courtland, Republic. 
Emporia, Lyon. 
Arvonia, Osage. 
Abilene, Dickinson. 
Emporia, Lyon. 
Kimball, Neosho. 
Hillsboro, Marion. 
Haviland, Kiowa. 
Emporia, Lyon. 
Americus, Lyon. 
Leavenworth, Leavenivorth. 
Milan, Sumner. 
Phillipsburg, Phillips. 
Drbana, Neosho. 
Emporia, Lyon. 
Lone Elm, Anderson. 
Sharon, Barber. 
Bunker Hill, Russell. 
Bunker Hill, Russell. 
Wamego, Pottawatomie. 
Holton, Jackson. 
Leon, Butler. 
McPherson, McPherson. 
Emporia, Lyon. 
Leavenworth, Leavenworth. 
Dunlap, Morris. 
Centralia, Nemaha. 
Comiskey, Morris. 
Independence,Montgomery. 
Grenola, Elk. 
Leon, Iowa. 
Emporia, Lyon. 
Burden, Cowley. 
Burden, Cowley. 
Blue Mound. Linn. 
Emporia, Lyon. 
Clay Center, Clay. 
Phillipsburg, Phillips. 



12 Statu Normal School. 



NAME. POST OFFICE — COUNTY. 

McMahon, Mattie E., Emporia, Lyon. 

McQuilkin, Edith M., Hiawatha, Brown. 

Meissner, Bertha, Leavenworth, Leavenworth. 

Miller, Lucy, Media, Douglas. 

Miller, Martha Alice, Emporia, Lyon. 

Miller, Norma Olive, Emporia, Lyon. 

Moon, Josephine C, Haviland, Kiowa. 

Moore, Mary Christy, Auburn, Shawnee. 

Morris, Arabelle, Severy, Greenwood. 

Murdock, Lester Hughes, .... Humboldt, Allen. 

Myers, Mary, Arkansas City, Kiowa. 

Myler, Alice Edna, lola, Allen. 

Paradise, James Henry, .... Greeley, Anderson. 

Pelz, Emil Edward, Maysville, Mo. 

Plummer, George Wesley, .... Perry, Jefferson. 

Potter, Zamette Williams, .... Burlington, Coffey. 

Powers, Frances, . . . . . . Cottonwood Falls, Chase. 

Ralston, Orpha, Piqua, Woodson 

Reece, Lydia Annie, May Day, Riley. 

Rhodes, Cora Belle, Jasper, Mo. 

Riggs, Ida May, Florence, Marion. 

Roe, John Francis, Erie, Neosho. 

Rohrer, Etta Matilda, Gardner, Johnson. 

Ross, Fred, Olpe, Lyon. 

Rubow, Alice Henrietta, . Carbondale, Osage. 

Rubow, Lou, Carbondale, Osage. 

Scarr, James Henry, ..... Miltonvale, Cloud. 

Schmalzried, Louis Daniel, .... McPherson, McPherson. 

Schmalzried, Mary, McPherson, McPherson. 

See, Mary Helen, Piqua, Woodson. 

Shaw, Ina Philena, Quincy, Greenwood. 

Sisler, Edna Sells, Emporia, Lyon. 

Smith, Charles Arthur, Allen, Lyon. 

Spradlin, Mary Allie, Hopewell, Washington. 

Stevens, George Walter, .... Chester, Nebraska. 

Stout, Joseph Gurney, Ivanhoe, Haskell. 

Strand, Mary Augusta, . . . , . . Junction City, Geary. 

Sutton, Lucy Isabelle, Greeley, Anderson. 

Sultzbaugh, Maude, Burrton, Harvey. 

Swarens, Barton Leslie, .... Nickerson, Reno. 

Thompson, Nettie Grant, .... Wellsville, Franklin. 

Tiffany, Louisa, Barnesville, Bourbon. 

Truitt, Charles Albert, Rosemont, Osage. 

Turner, Perley D., Florence, Marion. 

Tyler, Elza Edward, Erie, Neosho. 

Van Ness, Jennie Louisa, .... Emporia, Lyon. 



Annual Catalogue. 



13 



NAME. 

Weir, Annie, 
West, Charles Gregg, 
Whitson, Webb Janeway, 
Wilkin, Mary Elizabeth, 
Willey, Annie Maria, 
Williams, Arthur, 
Wilmore, Samuel H., 
Wilson, Estella Jane, 
Wilson, Ida Severna, 
Wilson, Maggie Edith, 
Wohlford, Minnie, . 
Wood, Sarah Inez, . 
Wortman, Jacob G., 
Wright, Eugene Hervey, 
Yager, Sybil Maud, 



A CLASS. 



Abell, Charles Eckley, 
Allen, Maurice Demont, 
Armstead, Minnie Elizabeth,* 
Austin, Nellie, .... 
Beals, Junetta, 
Beals, Lydia Jane, 
Bertenshaw, Thomas Wilbur, 
Bicknell, Grant, 
Binford, Bevan, 
Bixlor, Anna Evaline, 
Boldt, Katie Anna, 
Bouton, Blanche, 
Boyland, Effie Viola, 
Bradford, Josie Walters, 
Brewer, Lottie M., . 
Brinkerhoff, Mary Laura, 
Brown, Ella S., ... 

Brown, Thomas Oscar, . 
Brumbaugh, Arminda Vernon, 
Bryant, Jesse, . . . . 
Burch, John A., ... 
Calhoun, Julian, 
Campbell, Bertha Ella, . 
Campbell, Nettie May, . 
Carpenter, Dora Eliza, . 
Carpenter, Mabel Louise, 
Carr, Halmittie, 
Carroll, Alice Naomi, 



POST OFFICE — COUNTY. 

North Topeka, Shawnee. 
Emporia, Lyon. 
Vincent, Osborne. 
Bow Greek, Phillips. 
Tehama, Cherokee. 
Hillsdale, Miami. 
Barclay, Osage. 
Wallace, Wallace. 
Emporia, Lyon. 
Mont Ida, Anderson. 
Centralia, Nemaha. 
Robinson, Brown. 
Pleasanton, Linn. 
Emporia, Lyon. 
Auburn, Shawnee. 



Leonardville, Riley. 
Geuda Springs, Sumner. 
Emporia, Lyon. 
Emporia, Lyon. 
Americus, Lyon. 
Americus, Lyon. 
Elk City, Montgomery. 
Edna, Labette. 
Haviland, Kiowa. 
Quinter, Gove. 
Emporia, Lyon. 
Madison, Greenwood. 
Allen, Lyon. 
McDonald's Mill, Va. 
Chalk Mound, Wabaunsee. 
Elk City, Montgomery. 
Castleton, Reno. 
Lyndon, Osage. 
Madison, Greenwood. 
Greensburg, Kiowa. 
Corwin, Harper. 
Ness City, Ness. 
Lakeland, Meade. 
Lakeland, Meade. 
Yates Center, Woodson. 
Yates Center, Woodson. 
Moberly, Mo. 
Emporia, Lyon. 



' Deceased. 



14 



State nobmal School. 



NAME. 

Carter, Nettie, . 

Case, William Holland, 

Cation, Annie Roy, 

Chambers, Birdie, . 

Chastain, John Riley, 

Clark, Sidney Wallace, 

Coats, Elvira Manette, 

Cochran, Ralph, 

Coffman, Hattie, 

Colborn, Ada Jessie, 

Coleman, William Julius 

Collins, William Henry, 

Correll, Wm. Grafton, 

Cour, Ida Marie,* . 

Covey, Homer Perry, 

Cox, Homer Francis, 

Cramer, Cora, . 

Croninger, Zylpha Edith, 

Cross, Abraham Lincoln, 

Crowley, Stella Blanche, 

Culbertson, James A., . 

Cunningham, Richard Anderson, 

De Baun, William B., . 

De Poe, George Wilson, 

Dickerson, Lillie, 

Dils, Maggie Lizzie, 

Dole, Leander W., . 

Dole, William Arthur, . 

Doolin, Maria, 

Doudna, Zuloo, 

Dunham, Mamie Belle, . 

Eby, Lizzie, 

Elliott, James Miller, 

Elliott, Merritt, 

Elliott, Otho Thomas, . 

Etrick, Amalia Augusta, 

Evans, Ernest Scudder, 

Fife, Edna Jane, 

Fitzgerald, Nettie Florence, 

Fitch, Laura, . 

Fortney, Emory Asbury, 

Foster, Joshua William, 

Fuller, Mary Ruanna, 

Gaither, Louetta A., 

Gardner, Mamie Louesa, 



POST OFFICE — COUNTY. 

Toronto, Woodson. 
Beman, Morris. 
Humboldt, Allen. 
Humboldt, Allen. 
Roxbury, McPherson. 
Americus, Lyon. 
Eskridge, Wabaunsee. 
Emporia, Lyon. 
Emporia, Lyon. 
Hoyt, Jackson. 
Strong City, Chase. 
Glen Elder, Mitchell. 
Americus, Lyon. 
Pontiac, Butler. 
Miltonvale, Cloud. 
Rose Hill, Butler. 
Waverly, Coffey. 
Wiltshire, Ohio. 
Sedgivick, Harvey. 
Council Grove, Morris. 
Iola, Allen. 
Canton, McPherson. 
Allen, Lyon. 
Lone Elm, Anderson. 
Toronto, Woodson. 
Parsons, Labette. 
Melvern, Osage. 
Melvern, Osage. 
Harris, Anderson. 
Emporia, Lyon. 
Chanute, Neosho. 
Burlington, Coffey. 
Americus, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Ensign, Gray. 
Stafford, Stafford. 
Emporia, Lyon. 
Eskridge, Wabaunsee. 
Minneapolis, Ottawa. 
Hollis, Cloud. 
Chalk Mound, Wabaunsee. 
Cherryvale, Montgomery. 
Americus, Lyon. 
Helmick, Morris. 



* Deceased. 



Annual Catalogue. 



15 



NAME. 

Garver, Walter Ben., 
Gaw, Emma Belle, . 
Gifford, Edward Charles, 
Godsey, Thomas B., 
Graham, Thomas Henry, 
Grant, Ada Lucile, 
Gray, Ada Laura, 
Green, Mary Alice, 
Greenlee, Jennie, 
Griffitts, Edna, 
Gunkel, Eva, . 
Hall, Edgar Allen, . 
Hammond, Wellyn Elsworth 
Hanna, Thomas Bertram, 
Harbord, Katie Gault, 
Harner, Ivy Frances, 
Harris, Clara Eleanor, 
Harshman, Alda Jane, 
Hart, Alexander Carter, 
Hart, Emma L., 
Hartman, Kate Frances 
Hartman, Selma, 
Hayden, Dora Jemima, 
Hayden, Jennie E., 
Hazlett, Ella Mae, . 
Hefner, Minnie, 
Held, Eva May, 
Hiner, Robert, 
Hinshaw, Mary Jane, 
Hodson, Mae R., 
Hollis, Anna, 
Hope, Annabella, 
How, Nannie Edna, 
Howard, Alva, 
Hughes, Winnifred, 
Hume, Olive Mary, 
Hunter, Grace Inez, 
Inglefield, Chester David, 
Jacobs, Anna, . 
Jeffers, Henry Vernon, 
Jenkins, Evan, 
Jones, Anna Grace, 
Jones, David Peter, 
Jones, Ida, 
Jones, Katherine F., 
Jones, Mary Isabella, 
—2 



POST OFFICE — COUNTY. 

Attica, Harper. 
Leavenivorth, Leavenworth. 
Anson, Sumner. 
Osage City, Osage. 
Dunavant, Jefferson. 
Leavenworth, Leavenworth . 
Rossville, Shawnee. 
Lyndon, Osage. 
Americas, Lyon. 
Ozawkie, Jefferson. 
Emporia, Lyon. 
Lebo, Coffey. 
Reading, Lyon. 
Wakefield, Clay. 
Agnes City, Lyon. 
Leonardville, Riley. 
Hartford, Lyon. 
Bonaccord, Dickinson. 
Angola, Labette. 
Perry, Jefferson. 
Centralia, Nemaha. 
Le Roy, Coffey. 
Elmdale, Chase. 
Elmdale, Chase. 
Hartford, Lyon. 
Crotty, Coffey. 
Emporia, Lyon. 
Alma, Wabaunsee. 
Emporia, Lyon. 
Kirwin, Phillips. 
Fredonia, Wilson. 
Clearwater, Sedgwick. 
Le Roy, Coffey. 
Hutchinson, Reno. 
Emporia, Lyon. 
Council Grove, Morris. 
Effingham, Atchison. 
Peru, Chautauqua. 
Plumb, Chase. 
Colbert, Lincoln. 
Holcomb, Gallia, Ohio. 
Emporia, Lyon. 
Lebo, Coffey. 
Toronto, Woodson. 
Leavenworth, Leavenworth. 
Arvonia, Osage. 



16 



State normal School. 



NAME. 

Jones, Maude Augusta, 
Kelso, Anna Rebecca, 
Kelso, Mary Edith, 
Kenyon, Horace Maxon, 
Kibler, Mary Elizabeth. 
Kice, Maggie Alice, 
Killain, Mathias, 
Kretsinger, William Samuel, 
Kunkel, Emma K., . 
Laughridge, Nancy Jane 
Lee, Carrie Amanda, 
Lenau, Henry Anderson, 
Liggett, Isaiah William. 
Little, Anna Rowena. 
Little, Jennie, . 
Long, Ernest, . 
Love, Howard, 
Lucas, William, 
Lutes, Delphene, 
Maddox, J. T., 
Mahoney, Christopher C . 
Marshall, Minnie Alice, 
Mason, Clara Aseneath. 
May, Amasa, 
McCarty, Eliza Ruth, 
McCaw, Iva Etta, . 
McCormick, Eugene Victor, 
McCullough, Minnie, 
McGregor, Eva Dora, 
Mcllvain, William Benton, 
McLean, Anna, 
Mellor, Sophia Gertrude, 
Meloy, Jennie, 
Miles, Eva Alice, 
Miller, Rosannah Theresa, 
Miller, Sarah Helen, 
Milligan, Edith Belle, . 
Millikan, Marjorie Avis, 
Milliken, Maggie, . 
Mitchell, Ada Belle, 
Morris, Richard 0., 
Mosher, Achsa Jane, 
Munson, Mary Jennette, 
Murphy, Ethelkerl Olophant, 
Murphy, Rosa, 



POST OFFICE — COUNTY. 

Emporia, Lyon. 
Washington, Ind. 
W 'ashington, Ind. 
Emporia, Lyon. 
No7 , thcott, Anderson. 
Greenwich, Sedgwick. 
Louisburg, Miami. 
Emporia, Lyon. 
Eudora, Douglas. 
Lyndon, Osage. 
Emporia, Lyon. 
Monett, Chautauqua. 
Belpre, Edwards. 
Emporia, Lyon. 
Wetmore, Nemaha. 
Waterloo, Kingman. 
Gordon, Butler. 
Emporia, Lyon. 
Jamestown, Cloud. 
Paola, Miami. 
Lebo, Coffey. 
Hartford, Lyon. 
Boling, Leavenworth. 
Emporia, Lyon. 
Assaria, Saline. 
Chetopa, Labette. 
Ottumwa, Coffey. 
Hartford, Lyon. 
Olivet, Osage. 
Hartford, Lyon. 
Calista, Kingman. 
Newport, Chautauqua. 
Pittsburg, Crawford. 
Herington, Morris.* 
Emporia, Lyon. 
Ada, Ottawa. 
Denison, Jackson. 
Wichita, Sedgwick. 
Emporia, Lyon. 
Richmond, Franklin. 
Emporia, Lyon. 
Hartford, Lyon. 
Silver City, New Mexico. 
Elk, Chase. 
Ellimvood, Barton. 



* In a very few cases, pupils reside in one county and receive tbeir mail in another 



annual Catalogue. 



17 



NAME. 

Murray, Georgiana, 
Naff, J. H., 
Neally, Musa A., 
Nichols, Lulu May, 
Nichols, Olive Belle, 
Nikkei, Abraham, 
Niles, Frank Butler, 
Northington, Carrie Smith, 
O'Dell, Marilla, 
O'Leary, Edgar Paul, 
Oxelson, Nellie May, 
Peairs, Maurice Earnest 
Pearce, John Wilber, 
Pearce, Lizzie, 
Pettingill, Maud, 
Phelps, Onie S., 
Phelps, Phila Naomi, 
Post, Jessie May, 
Powell, Ella, . 
Prickett, Bessie, 
Prickett, Sarah, 
Quisling, Bertha Matilda, 
Ralston, Elmer, 
Randall, Lenna, 
Randolph, William E. F 
Rankin, Sophia Ellen, 
Reed, Minnie Ellithere, 
Reed, Nerva May, . 
Reed, Mrs. W. W., . 
Rice, William F., . 
Richards, Agnes, 
Richardson, Eva Blanche, 
Riddle, Joseph, 
Riggs, Mary Margaret, 
Robb, William H., . 
Robinett, Rosa Dell, 
Robinson, Belle, 
Rogers, Mary Eliza, 
Rogler, Katie, . 
Rose, Harry Adelbert, 
Rowell, Leonard Joseph, 
Russell, John Hayer, 
Salisbury, Dina Myrtle, 
Sample, David Matthew, 
Schonhoff, Carrie, . 
Schwartz, Matilda, . 



POST OFFICE — COUNTY. 

Boling, Leavenworth. 
Erie, Neosho. 
Melvern, Osage. 
Howard, Elk. 
Howard, Elk. 
Juse, Woodson. 
Melvern, Osage. 
Emporia, Lyon. 
Moline, Elk. 
Burlington, Coffey. 
Eskridge, Wabaunsee. 
Vinland, Douglas. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Indianapolis, Indiana. 
Indianapolis, Indiana. 
Wagstaff, Miami. 
Utopia., Greenwood. 
Elmdale, Chase. 
Elmdale, Chase. 
Aliceville, Coffey. 
Uniontown, Bourbon. 
Douglass, Butler. 
Bittercreek, Sumner. 
Greeley, Anderson. 
Emporia, Lyon. 
Hartford, Lyon. 
Nickerson, Reno. 
Gordon, Butler. 
Geary City, Doniphan. 
Eskridge, Wabaunsee. 
Andover, Butler. 
Piqua, Woodson. 
Admire, Lyon. 
South Mound, Neosho. 
Emporia, Lyon. 
Hartford, Lyon. 
Matfield Green, Chase. 
Elmdale, Chase. 
Emmons, Washington. 
Clay Center, Clay. 
Hopewell, Washington. 
Beman, Morris. 
Louisville, Pottawatomie. 
Hartford, Lyon. 



18 



State Nobmal School. 



NAME. 

Scott, Carrie Pamelia, 
Serviss, Bruenettie May 
Sherwood, Chester T., 
Shidler, Mary Etta, 
Silver, Herbert Edwin, 
Sisler, Delia Jarrett, 
Sloan, Erne May, . 
Sloan, Elmer Logan, 
Smith, F. W. W., . 
Smith, May, 
Smith, Gertrude Lyon, 
Snow, Mary A., 
Spicer, Nellie, . 
Spradlin, Fannie Elizabeth, 
Stafford, Elmer, 
Staley, Charley Wyckliffe, 
Stanley, Daniel Logan, 
Stratton, Minnie May, . 
Strawn, Lydia Isabella, . 
Stubbelfield, John Wesley, 
Sutton, Laura Belle, 
Sutton, Mary Caroline, . 
Swift, Minnie Calista, 
Taylor, Mary Elizabeth, 
Tear, Mrs. Mary Estella, 
Tennis, Hannah Elizabeth, 
Thomson, Eva May, 
Thompson, Allie Mary, . 
Tibbits, Alsinous Henry, 
Townsend, Edgar Dora, 
Traylor, Alice, . 
Trimmer, Crissie Jane, . 
Trimmer, George Daniel, 
Trueblood, Charles Albert, 
Vale, George Milton, 
Van Eman, Guy Leon, . 
Vinall, Frank Eugene, . 
Wade, Hattie Jane, 
Waderhorn, Estella, 
Wall, Gerhard A., . 
Walter, Oliver Edward, 

Ward, Ida 

Watson, Capitola Christena, 
Wellman, Eva J., 
White, Delia May, . 
White, Kate, 



POST OFFICE — COUNTY. 

Hutchinson, Reno. 
Emporia, Lyon. 
Burlington, Coffey. 
Kimball, Neosho. 
Emporia, Lyon. 
Emporia, Lyon. 
Leon, Butler. 
Leon, Butler. 
Kingman, Kingman. 
Montezuma, Gray. 
Emporia, Lyon. 
Annelly, Harvey. 
Emporia, Lyon. 
Hopewell, Washington. 
Peru, Chautauqua. 
Rose Hill, Butler. 
Colbert, Lincoln. 
Olpe, Lyon. 
Pauline, Shawnee. 
Burlington, Coffey. 
Hartford, Lyon. 
Greeley, Anderson. 
Eureka, Greenwood. 
Elmdale, Chase. 
Furley, Sedgwick. 
Chanute, Neosho. 
Madison, Greenwood. 
Wellsville, Johnson. 
Ashton, Sumner. 
Miltonvale, Cloud. 
Emporia, Lyon. 
Quinter, Gove. 
Quinter, Gove. 
Yates Center, Woodson. 
Lamed, Pawnee. 
Ottumwa, Coffey. 
Oakley, Logan. 
Ellis, Ellis. 
Emporia, Lyon. 
Hillsboro, Marion. 
Burlington, Coffey. 
Wellsford, Kiowa. 
Topeka, Shawnee. 
Topeka, Shawnee. 
Topeka, Shawnee. 
Kingman, Kingman. 



Annual Catalogue. 



19 



NAME. 

White, Nettie Minerva, . 
Whitson, Lizzie 011a, 
Wilcox, Anner David, 
Wilhite, Flora Belle, 
Wilkinson, Addie Lillian, 
Williams, Charles Henry, 
Williams, Estelle Gertrude, 
Williams, Ionia, 
Wing, Marilla, . 
Wiser, Hiram, . 
Witherspoon, Mrs. Elizabeth 
Woodmansee, Grant, 
Woody, Octavia F., 
Worstell, Minnie Agnes, 
York, Mary Margaret, . 
Young, Clyde, . 
Young, Sherman, 



POST OFFICE — COUNTY. 

shorn, Mo. 
Vincent, Osborne. 
Ottaiva, Franklin. 
Emporia, Lyon. 
Hartford, Lyon. 
Altamont, Labette. 
Emporia, Lyon. 
Olpe, Lyon. 
Emporia, Lyon. 
Sylvia, Reno. 
Emporia, Lyon. 
Ellsworth, Ellsworth. 
Douglass, Butler. 
Allen, Lyon. 
Rossville, Shawnee. 
Chalk Mound, Wabaunsee. 
Eskridge, Wabaunsee. 



IRREGULAR AND SPECIAL STUDENTS. 



Barkley, Douglas Marion, 
Carter, Peyton, 
Child, Ella, 

Edwards, Mrs. Mary A., 
Foster, May, 
Gifford, William Henry, 
Gill, Sadie Helen, 
Gleason, Warren Adams, 
Hix, Mary Ida, 
Hollar, Mary Jane, 
Jones, Mary Gabrielle, . 
Kinkead, George Wakeman, 
Martin, James, 
Mechem, William Clayton, 
Moon, Eugene, 
Nash, Rosa Ellen, . 
Niles, Clare Wilson, 
Oliver, Walter Henry, 
Pickrell, M. Amy, . 
Rich, Corydon M., . 
Shepherd, Earl Russell, 
Skinner, Nora Margaret, 
Steele, Charles Henry, . 
Tanksley, William Albert, 



Fall River, Greenwood. 
Sunny Side, Dickinson. 
Manhattan, Riley. 
Anthony, Harper. 
Wauneta, Chautauqua. 
Bucyrus, Crawford. 
Lyndon, Osage. 
Americus, Lyon. 
Stark, Neosho. 
Pauline, Shawnee. 
Leavenworth, Leavenworth. 
Palermo, Doniphan. 
Perry, Jefferson. 
Norwood, Franklin. 
Haviland, Kioiva. 
La Harpe, Allen. 
Melvern, Osage. 
Burlingame, Osage. 
Webber, Jewell. 
Emporia, Lyon. 
St. John, Stafford. 
Beverly, Lincoln. 
Beverly, Lincoln. 
Hale, Chautauqua. 



20 



State nobmal School. 



NAME. POST OFFICE — COUNTY. 

Thew, John Wesley, Oxford, Sumner. 

Thomas, Lizzie May, Harvard, Iowa. 

Tyler, Asa Merrell, Marion, Marion. 



KINDERGARTEN AND PRIMARY METHODS. 



SPECIAL COURSE — (FULL TIME). 

Barney, Emma J., Erie, Neosho. 

Bissell, Anna Maria, Emporia, Lyon. 

Bowman, Effie R., Leavenworth, Leavenworth. 

Bruce, Mollie E., Leavenworth, Leavenworth. 

Charlesworth, May, Beloit, Mitchell. 

Collier, Margaret Frances. .... Mo.rion, Marion. 

Crawmer, Alice, ...... Randall, Jewell. 

Dodge, Mary Ella, Beloit, Mitchell. 

Gardner, Dora E., Emporia, Lyon. 

Harber, Rella C, Trenton, Mo. 

Hedges, Leah, Garnett, Anderson. 

Hope, Annabella, Clearwater, Sedgwick. 

House, Jessie Matilda, Saugatuck, Mich. 

Kelso, Edith, Washington, Ind. 

Kunkel, Emma, Eudora, Douglas. 

Lamson, Carrie H., Minneapolis, Wis. 

Moore, Laura Morris, Cottonwood, Chase. 

Oldfield, Annabel G., Leavenworth, Leavenworth. 

Patty, Anna, Emporia, Lyon . 

Post, Jessie May, Wagstaff, Miami. 

Richey, Thamar, Holton, Jackson. 

Tear, Mrs. Mary Estella, .... Furley, Sedgwick. 

Titt, Alice Louise, White City, Morris. 

Townsend, Minerva, Wichita, Sedgwick. 

Tytherleigh, Margarel Emporia, Lyon. 

Vance, Delle, Emporia, Lyon. 

Wickard, Laura, Fontana, Ohio. 



(PART TIME.) 



Adams, Ellen Francelia, 
Anderson, Carrie T., 
Armstrong, Anna, . 
Coffey, Mamie R., . 
Cox, Lucy Mabel, . 
Culver, Marian A., . 
Finley, Jaquette Laura, 



Burlingame, Osage. 
Harlan, Smith. 
Emporia, Lyon. 
Parsons, Labette. 
Fredonia, Wilson. 
Emporia, Lyon. 
Plumb, Lyon. 



annual Catalogue. 



21 



NAME. POST OFFICE — COUNTY. 

George, Hattie I., Chico, Saline. 

Hedden, ELoise, Heddens, New York. 

Haller, Ada, Burlingame, Osage. 

Kniberg, Hannah, Chetopa, Labette. 

Lansden, Mary Dora, Fredonia, Wilson. 

Maddox, Maud Miller, Glasgow, Mo. 

Patterson, Flora Jane, Downs, Osborne. 

Slater, Addie Blanche, Rosedale, Wyandotte. 

Stranathan, Esther M., . . . , . Gaylord, Smith. 



SPECIAL MUSIC PUPILS. 



VOICE CULTURE. 



Bacon, Lina, 
Barnett, Lula, . 
Coffey, Mamie, 
Culver, Chester M., 
Drake, Bertha M., 
Mason, Maud E., 
Nichols, Lulu, . 
Nichols, Olive Belle, 
Rhodes, Jemima O., 
Riggs, Fanny, . 



PIANO-FORTE. 



Bacon, Henrietta Elizabeth, 

Bissell, Anna M., 

Covert, Penelope, 

Drake, Bertha M., 

Dunham, Mamie, 

Douglass, Arlie, 

Dudley, Carol F., 

Elliot, Edith Sarah, 

Elliot, Blanche, 

Glosser, Gertrude, 

Glosser, Daisy, 

Harshman, Alda T., 

Jay, Inez, . 

Johnston, Junia, 

King, Grace, 

Mason, Maud E., 

MacMichael, Florence. 

Moore, Laura, . 

Neally, Musa, . 



Fancy Greek, Clay. 
Emporia, Lyon. 
Parsons, Labette. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Howard, Elk. 
Howard, Elk. 
Jasper, Mo. 
Emporia, Lyon. 



Fancy Creek, Clay. 
Emporia, Lyon. 
Florence, Marion. 
Emporia, Lyon. 
Chanute, Neosho. 
Emporia, Lyon. 
Hartford, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Bonaccord, Dickinson. 
Emporia, Lyon. 
Wamego, Pottawatomie. 
Emporia, Lyon. 
Emporia, Lyon. 
Kinsley, Edwards. 
Cottonwood, Chase. 
Melvem, Osage. 



22 



State Nobmal school. 



NAME. POST OFFICE — COUNTY. 

Neally, May, Melvern, Osage. 

Nichols, Lulu, Howard, Elk. 

Newman, Bertha Emporia, Lyon. 

Phelps, Onie, Indianapolis, Indiana. 

Plumb, Carrie, Emporia, Lyon. 

Robe, Fannie M., Wheelock, Ind. Ter. 

Robe, Mary, Wheelock, Ind. Ter. 

Rader, Inda, Emporia, Lyon. 

Spradlin, Fannie, . . . ... . Hopewell, Washington. 

Thompson, Allie Mary Wellsville, Johnson. 

Turner, Florence, Emporia, Lyon. 

Thorp, Laura, Emporia, Lyon. 



SPECIAL PUPILS IN PAINTING. 



Bissell, Anna, . 
Brandley, Clare, 
Brazil, Jeanne, 
Brown, Ella, 
Cunningham, Ella, . 
Etrick, Amalia A., . 
Gridley, Emma, 
Hogle, Ada, 
Judd, Alfreda, . 
Nichols, Lulu May, . 
Phelps, Phila Naomi. 
Rogler, Katie, . 
Sultzbaugh, Maude, 
Taylor, Jessie, . 



Emporia, Lyon. 
Mat field Green, Chase. 
Moline, Elk. 
Castleton, Reno. 
Emporia, Lyon. 
Ensign, Gray. 
Kingman, Kingman. 
Emporia, Lyon. 
Melvern, Osage. 
Howard, Elk. 
Indianapolis, Indiana. 
Matfield Green, Chase. 
Burrton, Harvey. 
Emporia, Lyon. 



GRAMMAR SCHOOL, SENIORS. 



Andres, Margaret Gertrude, 
Burns, Mary Jane, . 
Coats, Sarah Jane, . 
Cordonier, George Washington, 
Cox, Jabin Cicero, . 
Culbertson, George Washington, 
Fischer, Joseph Anton, 
Frank, William David, . 
Fuller, Carrie May, 
Fuller, Linda Belle, 



Halstead, Harvey. 
Eskridge, Wabaunsee. 
Eskridge, Wabaunsee. 
Palermo, Doniphan. 
Rose Hill, Butler. 
Humboldt, Allen. 
Paxico, Wabaunsee. 
Emporia, Lyon. 
Admire, Lyon. 
Admire, Lyon. 



Annual Catalogue. 



23 



NAME. 

Graham, Isabelle Charlotte, 

Griffith, Esther, 

Hairier, Maud Clare, 

Hart, Mary Eva, 

Harris, William Harvey 

Haworth, Homer, 

Haworth, Charlie, . 

Hinds, Jennie, . 

Hogue, Grace Mary, 

Jones, Edith, . 

Jones, David Wallace, 

Keesee, Charles Jackson 

Lanning, Jay Richard, 

Lyon, Kate, 

Martin, Catherine Josephine, 

Martindale, George William Cur 

McBride, William Hugh, 

Myers, Linnie Mary, 

Norton, Lucy, . 

Sadler, Isabelle Coley, . 

Shire, Eli Albert, . 

Sponseller, William Francis 

Tawney, William Henry, 

Thomas, Elva May, 

Tomlinson, Maggie May, 

Williams, Minnie May, 

Young, Sarah Theresa, . 



POST OFFICE — COUNTY. 

Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Abilene, Dickinson. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Turon, Reno. 
Emporia, Lyon. 
Emporia, Lyon. 
Lebo, Coffey. 
Los Cerrillos, N. M. 
Green, Clay. 
Emporia, Lyon. 
Herington, Dickinson. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Annapolis, III. 
Emporia, Lyon. 
Ottawa, Franklin. 
Emporia, Lyon. 
Emporia, Lyon. 
Hillsdale, Miami. 
Emporia, Lyon. 



GRAMMAR SCHOOL. 



EIGHTH YEAR. 

Austin, Mabel, Emporia, Lyon. 

Boyd, Presley Orman, West Newton, Pa. 

Brown, Clarence, . ... . . . Emporia, Lyon. 

Browning, Elmer J., Abilene, Dickinson. 

Colberg, John, Miller, Dickinson. 

Cox, Jennie, Overbrook, Osage. 

Fox, Mabel Flora, . . . . . . Emporia, Lyon. 

Hagerty, John Alther, Williamsburg, Franklin. 

Higbee, John Baker, Emporia, Lyon. 

Higbee, Rose Arilla, Emporia, Lyon. 

Jaquith, Bret W., Americus, Lyon. 

Mays, James Henry Galena, Cherokee. 

McCray, Jesse, Verdigris, Lyon. 



24 



State Nobmal School. 



NAME. 

Mclntyre, Willie, . 
Minor, Nannie Jane, 
Myers, Maude Grace, 
Rawlings, Frederick McDonald, 
Reeder, John H., 
Sarber, Elmer 0., . 
Simpson, Bessie, 
Taylor, Nora Sadie, 
Vancleave, Pleasant David, . 
Ward, Rose Ella, 
Wells, William Mathew, 



SEVENTH YEAR— A Division 



Alford, Thomas, 
Armor, Gladdis Belle, 
Atyeo, Willie, . 
Baxter, Eva Maud, . 
Broadwell, May Rena, 
B rinker hoff, Mrs. Minnie C, 
Burr, Gertrude Marie, 
Cotton, Thomas Clarence, 
Coulter, Clarence, 
Cowgill, Walter, 
Cunningham, Ella, 
Curt, Ethel, 
David, Charles A., 
Douglas, Arlie Payett, 
Dungee, Virginia Ina, 
Elliot, Edith Sarah, 
Gilman, Archie Eugene, 
Hartman, Lottie, 
Hogue, Sarah Louie, 
Kemper, Lotta, 
Leighty, Walter Henry, 
Madaris, Dayton, 
May, Alfred Ezra, . 
May, Alpheus Wesley, 
McCoy, Nola Francina, 
McKissick, Cornelia, 
Moffat, Thomas, 
Morris, Ella, . 
Morris, Mima, . 
O'Toole, Patrick, . 
Reynolds, Orel Clyde, 
Rhodes, Noble Gregory, 
Rice, Frank Joseph, 



POST OFFICE — COUNTY. 

Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Rosemont, Osage. 
Arkansas City, Coivley. 
Emporia, Lyon. 
Emporia, Lyon. 
Plymouth, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 



Sedan, Chautauqua. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Colfax, Chautauqua. 
Emporia, Lyon. 
Angola, Labette. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Chanute, Neosho. 
Osage City, Osage. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Eskridge, Wabaunsee. 
Leavenworth, Leavenworth. 
Inkerman, Ontario. 
Emporia, Lyon. 
Emporia, Lyon. 
Carteret, N. J. 
Emporia, Lyon. 
Jasjjer, Mo. 
Oxford, Sumner. 



Annual Catalogue. 



25 



NAME. 

Robinson, Albert, . 
Snow, Homer, . 
Stevens, Ida Fay, . 
Taylor, Jessie Minerva, . 
Thomas, Jennie Eudora, 
Weber, William Jacob, . 
Wharton, Eddie J., . 

Bishop, William D., 
Chilson, George, 
Doudna, Erma, 
Mahoney, Franklin E., 
Rabourn, Nettie J., 
Smith, Maud Matilda, 
Thompson, Adaresta, 



B Division 



POST OFFICE — COUNTY. 

Emporia, Lyon. 
Emporia, Lyon. 
Belleville, Republic. 
Empotia, Lyon. 
Emporia, Lyon. 
Wathena, Doniphan. 
Emporia, Lyon. 

Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Lebo, Coffey. 
Admire, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 



SIXTH YEAR. 

Acheson, Nelson, Emporia, Lyon. 

Alexander, Raymond, Emporia, Lyon. 

Bean, Ida, Emporia, Lyon. 

Broadwell, Pearl, Emporia, Lyon. 

Bryant, Matthew, Elk City, Montgomery. 

Coffman, Hayes, Emporia, Lyon. 

Darrah, Ethel, Emporia, Lyon. 

Field, Erne, Emporia, Lyon. 

Finley, James, Emporia, Lyon. 

Forde, Jessie, Emporia, Lyon. 

Fyfe, Ella, Comeskey, Lyon. 

Giger, Eddie, Emporia, Lyon. 

Griffiths, Maggie, . . . ... Arvonia, Osage. 

Hall, Ralph, Independence, Montgomery. 

Hall, William, La Junta, Col. 

Howard, Katy, * . Emporia, Lyon. 

McKeon, Harry, Emporia, Lyon. 

McMurtrie, Kitty, Emporia, Lyon. 

Norton, Harry, Emporia, Lyon. 

Rogers, Bernice, Randall, Jewell. 

Schuyler, Lulu, Emporia, Lyon. 

Silver, Cora, Emporia, Lyon. 

Turner, Florence, Emporia, Lyon. 

Wilcox, Grace, Denver, Col. 

FIFTH YEAR 

Atyeo, Lydia, Emporia, Lyon. 

Bean, Etta, Emporia, Lyon. 

Brewer, Louis, Emporia, Lyon. 



26 



State Nobmal School. 



NAME. 

Ooffman, Lyman, 
Elliot, Blanche, 
Evers, Lena, 
Finley, Robert, 
Firth, Lillian, . 
Graham, James, 
Graves, Stella, . 
Griffith, George, 
Hill, Maurice, . 
Hopkins, Emmettj 
Loy, Florence, . 
McCarty, Carrie, 
McCoy, Walter, 
Rich, Minnie, . 
Sadler, Everit, . 
Tavener, Ina, . 
Taylor, Roy, 
Tomlinson, Kate, 
Williams, Mamie, 
Wing, Augustine, 
Wing, Carrie, . 



POST OFFICE — COUNTY. 

Emporia, Lyon. 
Emporia, Lyon. 
Dillon, Dickinson. 
Emporia, Lyon. 
Emporia, Lyon. 
Howard, Elk. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia; Lyon. 
Emporia, Lyon. 
Lyons, Rice. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 
Emporia, Lyon. 



INTERMEDIATE. 



Carpenter, Edna. 
Cooper, Arthur. 
Evers, John. 
Germey, Charles. 
Gilchrist, Frances. 
Hensel, Richard. 

Bailey, Alfred. 
Gordon, Harry. . 

Martindale, Chester. 

Carpenter, Jessie. 
Coffman, Myra. 
Edwards, Hannah. 



Baker, Maggie. 
Buckwalter, Anna. 
Crowe, Laura. 



FOURTH YEAR. 

Kellogg, Charles. 
Langellier, Josella. 
Newman, Bertha. 
Plumb, -Carrie. 
Prichard, Erma. 

THIRD YEAR. 

McCarty, Eva. 
Simpson, Arthur. 

SECOND YEAR. 
Fox, Lena. 
Jones, Maurice. 
Norton, Minnie. 

FIRST YEAR. 
Ferrill, John. 
Kellogg, Mary. 



Rader, Inda. 
Taylor, Kittie. 
Thomas, Gladys. 
Williams, David. 
Wilson, Louis. 



Taylor, John. 
Wing, Susan. 



Tavener, Katie. 
Thompson, Bland. 
Wing, Samuel. 



McCarty, Wirt. 
Newman, Nellie. 



Annual Catalogue. 27 



SUMMARY OF ATTENDANCE. 



Post Graduates, 6 

Fourth year, Seniors, 42 

Juniors, 15 

Third year, 8 

Second year, Ill 

First year, 428 

Irregular and Special Students, 27 

Promoted from Grammar School, 37 

Specials in Kindergarten Methods, ...... 43 

Special Music Pupils, 41 

Specials in Painting, 14 

772 

Counted twice, 50 

Model Department: 722 

Grammar, 119 

Intermediate, 39 

Primary and Kindergarten, 50 

208 

Total for the year, 930 



28 State Nobmal School. 



Courses of Study. 



NORMAL DEPARTMENT. 
(Each term is 20 weeks in length.) 

FIBST TEEM. 

Arithmetic, 20 weeks. 
Declamation, weekly. 
Elocution, 20 weeks. 
Geography, Descriptive, 10 weeks. 
Grammar, 20 weeks. 
History, U. S., 10 weeks. 

SECOND TEEM. 

Algebra, 20 weeks. 
Book-keeping, 10 weeks. 
Declamation, weekly. 
Drawing, 10 weeks. 
Geography, Physical, 10 weeks. 
Penmanship, 10 weeks. 
Rhetoric, Elements of, 20 weeks. 



THIKD TEEM. 



Algebra, 20 weeks. 
Botany, 20 weeks. 
Drawing, 10 weeks. 
Essay, weekly. 
Latin, 20 weeks.* 
Music, 10 weeks. 

FOTJETH TEEM. 

Drawing, 10 weeks. 
Essay, weekly. 
Geometry, 20 weeks. 
Latin, 20 weeks.* 
Music, 10 weeks. 
Physics, 20 weeks. 

FIFTH TEEM. 

Chemistry, 20 weeks. 

English Literature, 20 weeks. 

Latin (optional with any other fifth-term subject). 

Trigonometry and Surveying, 20 weeks. 

Zoology, 20 weeks. 

♦Branches from the fifth and sixth terms may be substituted for Latin. 



Annual Catalogue. 29 

SIXTH TEEM. 

General History, 20 weeks. 

Geology, 20 weeks. 

Latin (optional with any other sixth-term subject). 

Political Economy, 10 weeks. 

Astronomy, 10 weeks. 

SEVENTH TEEM. 

Methods of Teaching, 10 weeks. 

Mental Science, 20 weeks. 

Teaching and Criticism, 20 weeks. 

Oration, weekly. 

Physiology and Hygiene, 20 weeks. 

School Economy and Management, 10 weeks. 

EIGHTH TEEM. 

Civil Law, 8 weeks. 

History of Education, 20 weeks. 

Philosophy of Education, 10 weeks. 

Oration, weekly. 

Outlines and Reviews, 20 weeks. 

Teaching and Criticism, 20 weeks. 

Kindergarten and Primary Methods, 10 weeks. 
Classes in Orthography occupy the time for general exercises indi- 
cated on the program, during part of each term. 

Exercises in Calisthenics throughout each course. During a part, or 
all of the last year, students conduct classes in Calisthenics under the 
supervision of the Director in Training. Leaders of these classes 
meet weekly for special drill under the Director in Training. 

A special class in Physiology is formed at the beginning of the second 
half of each term. Pupils who have completed at least one full term 
first-term subject or its equivalent, are admitted to this class without 
becoming irregular. Such pupils are permitted to enter the class in 
Management or Civil Law instead, if they elect. 



30 



State Normal School. 



THE COUBSES TABULATED ALPHABETICALLY. 

The "f indicates when the subject is studied. 



Studies. 


First 
Year. 


Second 
Year. 


Third 
Year. 


Fourth 
Year. 


Weeks. 


Arithmetic 


A. 

t 


B. 


a 


D. 


E. 


F. 


G. 


H. 


20 




t 


t 












40 


Astronomy 








t 






10 


Book-keeping 




t 








10 


Botany 


t 
t 












20 




t 


t 


t 


t 
t 


t 


t 


t 






20 


Civil Law 














t 


8 


Declamation fweekly) .... 


t 


1 












40 




t 


t 










30 


English Literature 










20 








t 








20 


Essay (weekly) 






t 


t 


t 






40 


General History 






20 


Descriptive Geography . . . 
Physical Geography 


t 










10 


t 














10 












t 






20 










t 




20 


Grammar and Composi- 
tion 


t 
t 














20 


History, United States . . . 
History of Education . . . 
















10 














t 
t 


20 


Kindergarten and Primary 
Methods 
















10 


Latin (optional) * 






t 


t 


t 


t 


t 
t 


80 


Methods of Teaching: 




10 


Mental Science 














20 


Music . . 






t 


t 






20 


Oration (weekly) 






t 


t 


t 






40 


Outlines and Reviews 










20 


Philosophy of Education . 
















10 


Penmanship 




t 














10 


Physics and Meteorology . 
Physiology and Hygiene . . 






t 










20 












t 




20 


Political Economy 












t 


10 


Rhetoric, Elements of . . . . 




t 








20 


School Economy and Man- 
agement 










t 
t 


T 


10 


Teaching and Criticism . . 














40 


Trigonometry and Survey- 
ing 










t 
t 




20 


Zoology 
















20 





















EXPLANATION OF THE OOUBSES OF STUDY. 

Elementaby Coubse. — This course consists of the first, second, and 
fourth years' work. 

English Coubse. — This course consists of all the work of the four 



* Latin is optional with third-year subjects, term for term. 



Annual Catalogue. 31 

years; also special drill in methods of grading and superintending 
schools. 

Latin Coubse. — This coarse is the same as the English, with Latin 
substituted for the designated subjects. 

The Academic Coubse consists of the first three years' work, and 
physiology or mental science as the pupil may elect. A oebtifioate 
of graduation is given on the completion of this course. It is not a 
certificate to teach.. 

To graduate in one of the above courses, students must pass a final 
examination in each subject, with a standing of at least 80 per cent., 
and must take teaching and criticism (except in the Academic Course), 
in the Model Department, one hour per day for forty weeks, or its 
equivalent. Students are admitted to any term or year on examina- 
tion. 

JgSajfNo final examinations, except in course, will be given candidates 
for graduation within ten weeks preceding Commencement Day. 

Students who present certificates of honorable dismissal from the 
State University, or the State Agricultural College, will without exam- 
ination be credited with such class records as are 80 per cent.' or 
above. 

diplomas and ceetifioates. 

Students completing any one of the first three courses named above 
are granted the diploma of the School, which by law is a life certificate 
to teach in the schools of Kansas. Those completing the first two years' 
work, together with one full term of some strictly professional subject, 
and who show an aptitude to teach, are entitled to a one-year State cer- 
tificate, good anywhere in the State. Should a pupil desiring this cer- 
tificate prefer, he may substitute one or two fourth-year subjects for a 
like number of fourth-term subjects. 

SPECIAL FEATURES. 

By examining the course of study, it will be seen that the strictly 
professional branches are grouped in a single year. 

Each subject in the first and second years is taught every term. The 
same is true of some of the subjects in the last year. This enables 
students to enter at the beginning of the second term with as great 
advantage as at the beginning of the first. 

Diplomas are awarded students completing the course at the end of 
the first term in each year, though there is but one regular Commence- 
ment Day. Members of the January class take part with the June 
class in the exercises of Commencement week. 

LIST OF TEXT-BOOKS USED. 

Algebra, Wentworth; Arithmetic, Wentworth & Hill; Astronomy, Gil- 
let and Rolfe; Book-keeping, Bryant <fc Stratton's High School; Botany> 
Gray's Lessons Revised, and Field Book; Chemistry, Remsen; Consti- 
tution, Andrews; Drawing, Prang's American Text, De Forest's Short 
—3 



32 State Nobmal School. 

History of Art; Elocution, Kidd and Monroe; English Literature, 
Smith; Political Geography, Appleton; Physical Geography, Eclectic; 
Geology, Le Conte's Compend; Geometry, Wentworth; Grammar, Reed 
&, Kellogg; History, U. S., Johnston; History, General. Swinton; His- 
tory of Education, Compayre; Latin, Allen & Greenough's Grammar, 
Collar and Daniels' Beginner's Book; Methods, Wickersham; Music, 
Appleton's Series; Orthography, Reed's Word Lessons; Philosophy of 
Education, Rosenkranz; Penmanship, Spencerian; Physics, Gage; 
Physiology, Martin's Human Body (unabridged); Political Economy, 
Chapin's Wayland; Psychology, Mahan; Rhetoric, Elements and 
Science, Hill; School Economy, Wickersham; Trigonometry and Sur- 
veying, Wentworth; Zoology, Packard and Colton. 

Students are advised to bring their old text-books with them, as they 
will be useful for reference. Books needed in class-work will be fur- 
nished to Normal students by the dealers at wholesale prices. 



Annual Catalogue. 



33 



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34 State Nobmal School. 



General Information. 



PUKPOSES OF THE SCHOOL. 

The purposes of the School are best set forth in the act of the Legis- 
lature entitled "An act to establish, locate and endow a State Normal 
School:" "That there be and is hereby established and permanently 
located at the town of Emporia, Lyon county, a State Normal School, 
the exclusive purposes of which shall be the instruction of persons, 
both male and female, in the art of teaching, and in all the various 
branches that pertain to a good common-school education, and in the 
mechanic arts, and in the arts of husbandry and agricultural chemistry, 
and in the fundamental laws of the United States, and in what regards 
the rights and duties of citizens," etc. 

The course of study and methods of teaching in the Normal School 
are based upon the following principles: 

1. That proficiency in the art of teaching is dependent upon a thor- 
ough knowledge of the fundamental principles of the science. 

2. That every teacher should possess a historical as well as a philo- 
sophical knowledge of the means by which a harmonious development 
of the physical, intellectual and moral powers is secured. 

3. That clear conceptions of methods can more readily be attained 
by an intelligent study of them in practical operation. 

4. That our public schools should not be made practice-rooms for 
pedagogical novitiates, but that defects should be remedied and skill 
acquired in training-schools supervised by competent critics. 

5. That development should always be paramount to acquisition. 

6. That economy and adaptability should be the test of a method. 

7. That self-government should be the aim of all discipline. 

8. That high moral character is one of the essential qualifications of 
the good teacher. 

9. That unity of aims and methods is necessary to the economic and 
successful management of the school system of a state. 

10. That a training secured in working with appliances chosen with 
method in view always proves the most skillful. 

11. That no teacher is properly equipped who is not familiar with 
the various methods of utilizing the material about him for illustrating 
simple lessons in all the physical sciences. 

CONDITIONS OF ADMISSION. 

Teachers holding first-grade certificates are admitted to the Normal 
Department, second-term (first year) classes without examination. 
They are ranked, however, as first-term students until final records are 



Annual Catalogue. 35 

made upon first-term subjects by examination. The standard for the 
second, under the system of uniform examinations, has now become so 
satisfactory that teachers holding second-grade certificates are admitted 
to first-term classes, Normal Department, without examination. Nearly 
two hundred and fifty of the students in attendance the past year were 
holders of first or second-grade certificates. 

Graduates holding diplomas from the following high schools are also 
admitted without examination: 



City. 

Anthony, B. T. Davis. 

Abilene, A. V. Jewett. 

Arkansas City, L. H. Boyd. 

Atchison, F. M. Draper. 

Beloit, W. M. Jay. 

Bunker Hill, Ira Fleck. 

Burlington, H. C. Bosley. 

Caldwell, CM. Kingsley. 

Clay Center, F. J. Baker. 

Centralia, O. M. Bowman. 

Chanute, CM. Light. 

Concordia D. F. Hoover. 

El Dorado, C F. Gates. 

Emporia, J. E. Klock. 

Eureka, W. S. Picken. 

Fort Scott, D. Beemis. 

Garnett, J. B. Robinson. 

Great Bend, William Beece. 

Hiawatha, E. C Rosseter. 

Humboldt, C E. Estey. 

Independence, T. W. Conway. 

Iola F. H. Umholtz. 

Junction City, S. V. Mallory. 

Lawrence, E. Stanley. 

Leavenworth, John Cooper. 

Leon, R. S. Cosner. 

Lindsborg, . . E. W. Myler. 

Manhattan, W. E. Whaley. 

Marion D. W. DeLay. 

Minneapolis, H. F. Clark. 

Neosho Falls, A. J. Jones. 

Ness City, * J. E. Williams. 

Newton, . J. W. Cooper. 

Olathe, B. S. McFarland. 

Osborne, E. M. Brocket. 

Rosedale, C. H. Nowlin. 

Parsons, C H. Harris. 

Sabetha, I. B. Morgan. 

Scranton, Ellen Kirby. 

Sedgwick H. W. Charles. 

Seneca, J. G. Schofield. 

Topeka, J. M. Bloss. 

Wellington, L. Tomlin. 

Wichita, M. Chidester. 

Winfield, J. H. Hayes. 

Other candidates for admission are required to pass a fair examina- 
tion in the common branches — arithmetic, reading, geography, gram- 



36 STATE NORMAL SCHOOL. 

mar, U. S. history, writing, and spelling, and must present a certificate 
of good moral character from the county superintendent, or from some 
responsible person to whom the candidate is well known. 

In Arithmetic, candidates are examined through the simpler applica- 
tions of percentage. The questions are mainly upon least common 
multiple, greatest common divisor, fractions, compound numbers, and 
analysis. 

In Geography, the entrance examination includes detailed informa- 
tion upon one's county, State, and nation, the continents, the earth as 
a whole, measurements upon the earth, latitude and longitude, climatic 
changes, their causes, and the relations of natural resources to occupa- 
tions. 

In Grammar, candidates are required to give evidence of a general, 
practical knowledge of etymology, together with a fair understanding 
of the simple principles of syntax. 

In History, the examination embraces those portions of United States 
history known as The Period of Discovery, The History of the Colonies, 
and the Revolutionary War, (1492-1789.) 

In Reading, candidates are examined upon the elementary sounds of 
the language, upon the definitions of the most common terms employed, 
and upon their ability to interpret and read the ordinary selections 
found in our school books and newspapers. 

Ability to write and spell at least fairly well, as shown in the exami- 
nation papers on above subjects, is required. 

Regular examinations for admission will be held on the first and 
second days of each term. For the accommodation of students enter- 
ing later in the term, special examinations will be given on Monday 
and Tuesday only of each week. A fee of $1 is charged for all such 
special examinations, except for those given on Monday and Tuesday of 
the eleventh week of each term. Candidates for advanced standing 
will be subject to same conditions. 

FINAL EXAMINATIONS. 

Candidates for advanced standing will be given final examination on 
any subject in the course, at the times and on the conditions named 
under "Conditions of Admission," which see. Each candidate will be 
required to give satisfactory evidence of a thorough acquaintance with 
the text-book designated in the list given, or with one of equivalent 
grade. No final examinations, except in course, will be given candi- 
dates for graduation within ten weeks of Commencement. 

FEES. 

The incidental fee is $5 per term of 20 weeks, payable in advance. 

Tuition is free to all regular students; to others, $8 per term. See 
mileage. 

During the last year no fees are charged those who subscribe to the 
following declaration: 

"I hereby solemnly declare, that my chief purpose in attending the State Normal 



Annual catalogue. 37 

School is to fit myself for teaching in the schools of Kansas; and I pledge myself to 
report to the President of the School, semi-annually, where I am and what I am doing, 
for three years after graduating at said institution." 

The fee for special course in kindergarten and primary methods 
mentioned on page 55, is $5. 

No deduction will be made for a less time than one month. 

No fees will be refunded except in case of protracted sickness; but 
in case of absence from other causes, the President may at his dis- 
cretion credit unused balance on a future term. 

BOABD. 

Students find little difficulty in securing pleasant accommodations 
within easy reach of the building. Every effort is made to reduce ex- 
penses to the minimum. A late canvass shows that many students are 
paying $2.75 and $3.00 for board in private families, while a few pay 
$3.25 to $3.50 per week. Clubs are organized during the year, which 
report a reduction of about one-third from above rates. Those who 
board themselves reduce the cost about one-half. Several report the 
cost of self-boarding as low as $1 per week. A careful comparison 
with the cost of living at other schools in the State, shows that students 
demanding the same kind of accommodations live with as little expense 
here as at any of them. 

BOOMS. 

Good unfurnished rooms, capable of accommodating from two to 
four students, rent for from $2 to $4 per month. Furnished rooms 
rent for from $4 to $6 per month. 

SECOND-HAND STOBES. 

There are several good second-hand stores in the city, and students 
can buy and sell, at a loss about equal to rent of, furniture and cooking 
utensils. 

PBOBABLE COST TOE A TEEM OF TWENTY WEEKS. 

Incidental fees, ..... from $0 to $5 

Board and fuel, " 25 " 60 

Books, " 5 " 8 

Washing, " 6 " 10 

Total, $36 $83 

That the above estimate covers necessary expenses, may be seen from 
the reports of pupils attending the School. Of those who were self- 
boarding, average expense, all told, $40.41; nearly one-third reported 
average expense, all told, as low as $30; boarding in private families, 
average expense, all told, $75.52. The report taken at the close of the 
present year makes little change in the amounts above given. 

MILEAGE. 

All Normal students living outside of a radius of one hundred miles 
from Emporia may have necessary railroad fare beyond that limit re- 



38 State Normal School. 

funded by the President of the Faculty, on presentation of receipts of 
agents from whom tickets are purchased. 

Above fare is counted for one round trip only per year, and the rule 
applies only to those students paying incidental fee for the entire year. 

Students in attendance and paying incidental fee for one full term 
of twenty weeks, are entitled to have one-half of said extra fare re- 
funded. 

These rules apply only to those students living within the limits of 
the State of Kansas. 

Many students take advantage of these liberal provisions. Nearly 
one hundred received mileage last year. 

BUILDING, APPABATUS, ETC. 

The building is a stately and beautiful edifice, admirably adapted to 
the purposes of the School. The main corridor is about two hundred 
feet long, and the entire building contains fifty rooms, exclusive of 
closets and wardrobes, especially adapted to the wants of the School 
— making it one of the most complete and convenient buildings of the 
kind in this country. It is supplied with water from the city water 
works, with gas, electric bells, has telephonic connection with the city 
exchange, and is heated by steam. The laboratories for the depart- 
ments of the natural sciences are liberally furnished with the latest and 
best appliances for illustration and experimentation. The apparatus 
is already valuable, and is increasing each year. The natural history 
collection is growing rapidly, and is a valuable aid to class work. 

Two rooms on the third floor are set apart for a permanent exhibit 
of school work and school appliances. All of the grades are repre- 
sented, and the value of this exhibit can hardly be over-estimated. 

The library and reading room occupy a handsome suite of three 
rooms on the second floor of the south end of the new wing. Our friends 
are delighted with these beautiful and roomy quarters. 

The music department occupies three fine rooms on the third floor. 
The school now possesses six pianos and an organ, thus supplying a 
sufficient number of instruments to accommodate all who may wish to 
use them for practice. The department of drawing is well equipped 
with a full line of casts, reliefs, models, typical historical ornaments, 
illustrations of the various schools of architecture, photographs, etch, 
ings, engravings, stereopticon views, etc. Every year valuable additions 
are made to this collection. It is conceded that no other Normal School 
west of New York possesses completer facilities for instruction in art. 
The department occupies two rooms on the second floor. 

The rooms devoted to the Kindergarten and Model School are fur- 
nished with all the modern appliances in the way of modeling boards, 
sand pans, number rods, reading boxes, balances, measures, charts, maps, 
geometrical forms, gifts, books for little people, collections of the most 
common and most interesting minerals, etc. The Regents appreciate 
the value of the splendid line of helps now so generally regarded as es- 



Annual Catalogue. 39 

sential in all primary and intermediate work, and make a liberal pro- 
vision for their use by the pupil-teachers. 

The gymnasium is well supplied with apparatus for physical exercise. 
Besides rings, wands, clubs, bean bags, dumb-bells and chest weights for 
light gymnastics, it is adding walking-rings, ladders, and such other 
material for heavy gymnastics as the space will allow. A complete set 
of apparatus for making physical measurements has been added dur- 
ing the year. 

What has been said of the facilities in a few of the departments, is 
equally true of all. 

LIBEAEY. 

As stated in another place, the library is located in a handsome suite 
of rooms in the new wing. It contains about 5,000 volumes of choice 
books, most of them selected with special reference to the needs of the 
School. The list embraces a fine line of cyclopedias, lexicons, gazetteers, 
and educational reports; works on the theory, the art, and the history 
of education; and standard works on history, literature, science, phil- 
osophy, etc. Students have free access to all of the books, under such 
restrictions as will insure proper care. No one thing is more impera- 
tive in the education of teachers than a good professional library. The 
annual appropriation of $500 for the purchase of new books, is rapidly 
making the library one of the most valuable features of the School. 
In selecting a school in which to secure an education, young men and 
women should not forget this feature of the State Normal School. 

The value of buildings and grounds and endowment now aggregates 
nearly $400,000. 

The profession is to be congratulated on the generous provisions the 
State is making for the higher education of its teachers. 

OOUBSE IN BEADING. 

The following-named books are suggested for general reading during 
attendance at the School. It is thought that every pupil will find time 
each term to read at least two of the books named for his class. Some 
will be able to read them all: 

For the A Class. — The Talisman, Scott; Forms of Water, Tyndall; 
History of the English People, Green; Longfellow's Poems; Gold Foil, 
J. G. Holland; Life of George Washington, Irving. 

For the B Class. — Life of Thomas Jefferson, Parton; A Tale of Two 
Cities, Dickens; Conquest of Mexico, Prescott; Travels, Bayard Taylor; 
Orators and Oratory, Matthews; Lowell's Poems. 

For the C Class. — Leonardo de Vinci; Ben Hur, Gen. Lew Wallace; 
Beacon Lights of History, Lord; Essays, Addison; The Sun, Dr. A. C. 
Young; Tennyson's Poems. 

For the D Class. — Romola, George Eliot; History of France, Guizot; 
Poems, Scott; Essays, Buskin; The Queens of England, Strickland; 
Homes Without Hands, Wood. 

For the E Class. — Last Days of Pompeii, Lytton; History of Eng- 
land, Macaulay; Poems, Goethe; Essays, Carlyle; Life of Oliver Crom- 
well, Carlyle; Sketches of Creation, Winchell. 



40 



State Nobmal School. 



For the F Class. — Les Miserables, Victor Hugo; Decline and Fall of 
the Roman Empire, Gibbon; Milton (English Men of Letters Series); 
Poems, Mrs. Browning; Essays, Emerson; Solar Physics, Proctor. 

For the G Class. — Sans Souci, Miihlbach; Rise of the Dutch Republic, 
Motley; Poems, Milton; Essays, Macaulay; Life of Thomas Carlyle, 
Froude; The Atomic Theory, Wurtz. 

For the H Class. — The Marble Faun, Hawthorne; History of the 
United States, Bancroft; Poetry, Shakespere; Essays, Bacon; Frederick 
the Great, Carlyle; Conservation of Energy, Balfour Stewart. 

BEADING BOOM. 

Our tables are liberally supplied with periodicals adapted to the gen- 
eral as well as to the special wants of the pupils. The publishers of 
the following papers have kindly placed the School upon their regular 
mailing list: 



Beacon, Wichita. 
Capital, Topeka. 
Sentinel, Garden City. 
Democrat, Emporia. 



Journal, Topeka. 
Monitor, Fort Scott. 
News, Emporia. 



WEEKLIES AND MONTHLIES. 



Beacon, Wichita. 

Call, Hartford. 

Catholic, Leavenworth. 

Christlicher Bundesbote, Berne, Ind. 

Courant, Cottonwood Falls. 

Courant, Howard. 

Cottonwood Valley Times, Marion. 

Daylight, Concordia. 

Democrat, Burlingame. 

Democrat, Emporia. 

Democrat, McPherson. 

Democrat, Howard. 

Dispatch, Clay Center. 

Electrical Review, New York. 

Gazette, Kansas City, Kas. 

Gazette, Sterling. 

Graphic, Sedan. 

Guard, Council Grove. 

Herald, Eureka. 

Industrialist, Manhattan. 

Irish World, New York. 

Journal, Augusta. 

Journal, Garnett. 

Journal, Ottawa. 

Journal, Russell. 

Journal, Salina. 

Kansas Farmer, Topeka. 

Kansas People, Osage City. 

Kansas Star, Olathe. 

Kansas Telephone, Manhattan. 

Kansas Tribune, Independence. 

Leader, Kingman. 

Leader, Liberal. 



Messenger of Peace, Richmond, Ind. 

Messenger, Eureka. 

Messenger, Minneapolis. 

News, Belle Plaine. 

Palladium, Parsons. 

Plain Truth, Stafford. 

Post, Neosho Falls. 

Press, Girard. 

Printer Girl, Topeka. 

Prohibitionist, Lyons. 

Republican, Burlington. 

Republican, El Dorado. 

Republican, McPherson. 

Republican, Paola. 

Recorder, Holton. 

Record, Marion. 

Register, Iola. 

Republican-Record, Erie. 

Review, Clifton. 

Rustler, Turon. 

School Signal, Russell. 

Sentinel, Cherokee. 

Sentinel, Solomon City. 

Standard, Leoti. 

Standard, Wellington. 

Standard, Chicago. 

Sumner County Press, Wellington. 

Times, Millbrook. 

Tribune, Great Bend. 

Torch of Liberty, Mound City. 

Walnut Valley Times, El Dorado. 

Western Veteran, Topeka. 

World, Hiawatha. 



Annual Catalogue. 



41 



In addition to the above, the following papers and periodicals are 
regularly received: 



Art Amateur, New York. 

American Teacher, Boston. 

Atlantic Monthly, Boston. 

Century, New York. 

Decorator and Furnisher, New York. 

Dress Magazine, New York. 

Education, Boston. 

Forum, New York. 

Frank Leslie's Newspaper, New York. 

Garden and Forest, .New York. 

Golden Rule, Boston. 

Good Housekeeping, Holyoke, Mass. 

Harper's Bazaar, New York. 

Harper's Weekly, New York. 

Harper's Monthly, New York. 

Independent, New York. 

Intelligence, Chicago. 



Journal of Education, Boston. 

Literary World, Boston. 

Little Men and Women, Boston. 

Magazine of American History, N. Y. 

Nation, New York. 

North American Review, New York. 

Popular Science Monthly, New York. 

Public Opinion, New York. 

Science, New York. 

Scientific American, New York. 

Scribner's Magazine, New York. 

School Journal, New York. 

Voice, The, New York. 

Western School Journal, Topeka. 

Weekly Times, London, England. 

Youth's Companion, Boston. 



LITEEABY SOCIETIES. 

The regular work of the class-room is well supplemented by the gen- 
eral exercises in the literary societies. The Lyceum, Literati, and 
Belles-lettres societies meet on Friday evenings in their large and 
tastefully-furnished halls. The Alpha Society and the Oratorical Asso- 
ciation afford excellent facilities for improvement in extemporaneous 
debate and original oration. The Amasagacian Society, composed of 
model-school and first-term pupils, holds its meetings on Friday after- 
noons. 

LEOTUBES. 

In addition to lectures by members of the Faculty at stated intervals, 
a full course of first-class entertainments is engaged with the opening 
of each year. Students get the advantage of very low rates, and the 
net proceeds go to the literary societies of the School. Tickets for the 
regular course of five entertainments, reserved seats included, are $1 
each. The course for the past year consisted of lectures and enter- 
tainments by George R. Wendling, Joseph Cook, The Meigs Sisters, 
Professor Trueblood, and Judge Tourgee. 

PBIZE CONTESTS. 

Prizes are offered for the highest proficiency in declamation, essay) 
debate, and oration. 

The prizes are a Shakespere, History of England, or some other 
valuable book or books. 

The contest in declamation is open to first-year students only; in 
essay, to the second-year students. The contestants in oration are 
selected from a list supplied by the Oratorical Association of the 
School. The successful contestant in oration represents the Society 
in the annual contest of the Inter-Collegiate Association of Kansas. 

The contest in debate is open to all students in the Normal Depart- 
ment. The contestants are selected by the Lyceum, Literati and 



42 State Normal School. 

Belles-lettres societies — -two from each society; two of the societies 
contesting each year in order as provided by the regulations govern- 
ing the contest. 

The prize in last debate was won by the Literati Society, represented 
by Jeremiah M. Rhodes, Jasper, Mo., and William B. Brown, Howard) 
Kansas. 

The prize in last declamation contest was won by Frank S. Hays, 
Richland, Kansas. 

The prize in last essay contest was won by John T. Russell, Bronson, 
Kansas. 

The prize in last contest in oration was won by George I. Adams, 
Moran, Kansas. 

DISCIPLINE. 

So many of our pupils have already had some experience in practical 
life, that they become valuable aids in developing a healthy school sen- 
timent. This renders few restraints necessary. Still, every effort of 
the Faculty is given toward making the pupils self-reliant, self-con- 
trolled men and women; and those whose best endeavor is not in accord 
with this purpose are summarily dismissed from the School. 

TO OUE FKIENDS. 

It is hoped that the Alumni and other friends will join the officers of 
the School in extending its benefits as widely as possible. 

County superintendents and others who desire to promote popular 
education, are requested to consider the claims of the Normal School 
when they are called upon for advice by those who desire to perfect 
themselves in the teacher's art. It is believed that it presents as favor- 
able opportunities for becoming acquainted with the science and art of 
education as any institution in the West. 

It is always the pleasure of the Faculty to aid school officers in 
securing competent teachers. Letters of inquiry addressed to the 
President will receive prompt attention. 

ADMISSION FROM HIGH SCHOOLS. 

The President of the Faculty will take pleasure in corresponding 
with school principals and superintendents who may desire to make 
such arrangements as may be necessary in order that their high-school 
diplomas may admit candidates to the Normal Department of the 
School without examination. See list of schools whose diplomas are 
already recognized, on p. 35. 

MISCELLANEOUS. 

Students are not permitted to take any work outside of their regular 
classes, without the express permission of the President. 

Students will not be excused from their classes to go home before 
the regular recesses begin. 

Absence from any required exercise must be accounted for before a 
student can be permitted to enter a succeeding recitation. 



Annual Catalogue. 43 

The Young People's Society of Christian Endeavor occupies a 
well-furnished room in the third story of the building. Devotional 
meetings are held every Sabbath afternoon, to which all students are 
cordially invited. The city is liberally supplied with churches, whose 
doors are ever wide open to all. 

The Atchison, Topeka & Santa Fe\ the Kansas City & Emporia, and 
the Missouri, Kansas & Texas railroads, with their extended branches 
make Emporia easily accessible from all parts of the State. 

The street cars run from all of the city railroad depots to the Normal 
grounds; fare, five cents. 

ADVICE. 

Those proposing to enter are reminded of the importance of being 
present at the opening of the session. The student who is behindhand 
then rarely makes up what he has lost, and will feel a constantly in- 
creasing embarrassment throughout the entire term. The habit which 
is thus indulged indicates a lack of fitness for the profession of teach- 
ing. Those students whose standing is to be determined by examina- 
tion should be present on the days appointed; otherwise they will 
subject themselves and the teachers to the inconvenience of special 
examinations. 

Students arriving in the city will report at once at the office of the 
President, where they will receive such assistance in securing homes as 
they may require. 

C^^Read this Catalogue carefully, and write to the President for 
any information that it does not supply. 

ANALYSIS OF THE ATTENDANCE. 

The attendance is keeping pace with the wonderful growth of the 
State. During the past year, the number enrolled in the Normal De. 
partment was 722, and in the Model School 208. A limited number 
only is admitted to the Model School. 

Three hundred and forty-eight students reported that they had experi- 
ence in teaching in the public schools, 84 having taught from five to ten 
years, and several from ten to fifteen years. Sixty-one held first-grade 
and 173 second-grade certificates on entering. More than 236 are over 
21 years of age. The graduating class of 1886, 33 members, averaged 
about 25 years of age, with an average teaching experience of over 3j 
years. The class of 1887 averaged over 23 years in age, and 3 years' 
experience in teaching. The class of 1888, 41 members, averaged 23 
years of age and over 2 years' teaching experience. 

These facts afford some idea of the character of students in attend- 
ance, and show how fully the School is carrying out the idea for which 
it was founded. 

The following-named counties, eighty in all, were represented in the 
School during the past year. It must always be borne in mind that as 
younger children make up the classes in the primary and intermediate 
departments of the Model School, the pupils listed are largely from 
Emporia or from the immediate vicinity. Many pupils, both in the 



44 



State normal School. 



Normal and the Model School, who are enrolled as from Emporia, be- 
long to families residing here temporarily for the purpose of educating 
their children: 



Allen 15 

Anderson, 10 

Atchison, 2 

Barber, 3 

Barton, 1 

Bourbon, 3 

Brown, .... 5 

Butler, 15 

Chase, 14 

Chautauqua, 10 

Cherokee, 6 

Clay, 8 

Cloud, 6 

Coffey, 19 

Cowley, 4 

Crawford, 5 

Dickinson, 10 

Doniphan, 6 

Douglas, 6 

Edwards, 2 

Elk 11 

Ellis, 1 

Ellsworth, 1 

Franklin, 7 

Geary, 2 

Gove, 3 

Gray, 2 

Greenwood, 14 

Hamilton, 1 

Harper, 4 

Harvey, 6 

Haskell, 1 

JacksoD, 5 

Jefferson 8 

Jewell, 3 

Johnson, 2 

Kingman, 5 

Kiowa, 9 

Labette, 14 

Leavenworth, 17 

Lincoln, 4 



3 
1 
358 
9 
2 
7 



Linn, 

Logan, 

Lyon, 

Marion, 

Marshall, 

McPherson, 

Meade, 2 

Miami, 6 

Mitchell, 3 

Montgomery, 9 

Morris 12 

Nemaha, 5 

Neosho, 15 

Ness, 1 

Norton, 2 

Osage, 36 

Osborne 4 

Ottawa, 3 

Pawnee, 1 

Phillips 5 

Pottawatomie, 4 

Reno, 12 

Republic, 6 

Rice, 4 

Riley, 5 

Russell, 3 

Saline, 3 

Scott, 1 

Sedgwick, 9 

Shawnee, 30 

Smith, 3 

Stafford, 3 

Sumner, 9 

Wabaunsee, 13 

Wallace, 1 

Washington, 4 

Wilson 5 

Woodson, 13 

Wyandotte, 4 



Total, 



The following-named States and Territories, 16 in all, were also rep- 
resented: 



Colorado, 2 

Illinois, 2 

Indiana, 5 

Indian Territory, 2 

Iowa, 3 

Michigan, 1 

Missouri, 13 

Nebraska 2 

New Jersey, 1 



New Mexico, 2 

New York, 1 

Ohio, 6 

Oklahoma, 1 

Ontario, 1 

Pennsylvania 1 

Wisconsin, 1 

Total 44 



Annual Catalogue. 



45 



The nativities of the pupils, 698 reporting, are as follows : 



Colorado, 1 

Connecticut, 2 

Dakota, 1 

Delaware, 2 

Illinois, US 

Indiana, 68 

Iowa, 47 

Kansas, 202 

Kentucky, 12 

Maryland, 3 

Massachusetts, 2 

Michigan 13 

Minnesota, 1 

Canada, 6 

England, 4 

Germany, 2 

Ireland, 2 

Nationalities. — The pupils, 610 reporting, trace their ancestry on 
their father's side as follows: 



Mississippi, 1 

Missouri 41 

Nebraska 4 

New York, 13 

North Carolina, 4 

Ohio, 69 

Pennsylvania, 45 

Tennessee, 3 

Texas, 3 

Virginia, 1 

West Virginia, 8 

Wisconsin, 14 

Wyoming, 1 



Nova Scotia, 
Russia, . . 
Wales, . . . 



English, 252 

French, 9 

German, 131 

Irish 81 

Italian 1 



Norwegian, 2 

Scotch 104 

Swedish, 4 

Swiss, 3 

Welsh, 23 



The occupations of the parents of the pupils, 639 reporting, are as 
follows : 



Architect, 1 

Auctioneer, 1 

Baggage master, 1 

Blacksmiths, 5 

Boarding house, 3 

Book agent 1 

Bookkeeper, 1 

Broker, 1 

Butchers, 2 

Cabinet makers, 2 

Carpenters, 14 

City clerk, 1 

Contractors, 4 

County officer, 1 

Coal dealer, 1 

Clerk 1 

Dairymen, 2 

Doctors, 11 

Druggist, 1 

Editors, 3 

Engineers, 2 

Farmers, 428 

Fruit growers, 3 

Gardener, 1 

Harness, 2 

Horticulturists, 3 

Hotel-keeper, 1 

Housekeeping, 6 



Insurance agents, 3 

Justice of peace, 1 

Laborer, 1 

Lawyers, 15 

Livery, 1 

Lumber dealer, 1 

Lumber and stone, 1 

Marble dealers, 2 

Machinists, 2 

Machine agent, 1 

Merchants, 34 

Millers, 3 

Milliners, 2 

Ministers, 14 

Music teacher, 1 

Nurserymen 2 

Paperhangers, 2 

Painters, 2 

Postmasters, 2 

Railroad conductor, 1 

Real-estate dealers, 14 

Seamstress 1 

Shoemakers 3 

Stock dealers, 9 

Stone masons 2 

Teachers, 11 

Ticket agent 1 

Traveling salesmen, 4 



46 State nobmal School. 



Outline of Instruction. 



[A brief outline of a few subjects is given, that a general idea may be gathered of 
the work done in all. The instruction in every subject is as comprehensive and as 
thorough as that of the best colleges.] 

MENTAL SCIENCE. 

Twenty weeks are given to the study of mental science. It is made 
a prominent feature in the work of the last year — the instruction an- 
ticipating the study of the philosophy of education. The following 
outline is made the basis of the inquiry into the facts of the student's 
own consciousness. Around this are grouped the facts of observation. 
Special attention is given to the order and laws of the development of 
the faculties. 

Mental Powees. — Intellect — Primary faculties, presentative: Per- 
ception, external, sense perception — gives knowledge of phenomena 
and qualities of matter; internal, consciousness — -gives knowledge of 
mental states; reason — source of implied knowledge, intuitions; pri- 
mary ideas — time, space, cause, etc.; secondary ideas — God, right, 
beautiful, etc. Secondary faculties: Understanding, notion-forming 
power, process, kinds of concepts; judgment — determines relations; 
classes, processes, synthetic, analytic; memory — reproductive power, 
elements, laws; imagination — constructive power, kinds, relation to 
ideas, source of material, taste. Supplementary to intellect: Laws of 
investigation, testimony, instinct, methods of cultivating the intel- 
lectual faculties. 

Sensibilities: Animal phenomena and propensities — sensations and 
appetites; emotions — instinctive and rational; affections — benevolent 
and malevolent; desires — continued existence, action, knowledge, etc.; 
general active principles — self-defense, self-love, conscience. Supple- 
mentary: Religious propensities; methods of cultivating the sensibili- 
ties. 

Will: Elements — motive, choice, volition; methods of cultivating 
each. 

PHILOSOPHY OF EDUCATION. 

Ten weeks are given to the philosophy of education, with Rosen- 
kranz as the basis of the investigation and study. It comprehends 
the nature, form, and limits of education; its physical, intellectual, and 
moral elements. 

HISTOKY. OF EDUCATION. 

Twenty weeks are given to the study of the educational systems and 
methods of ancient, medieval and modern nations. The work includes 
a careful inquiry into the lives and educational theories of all the great 



ANNUAL CATALOGUE. 47 

writers and teachers, together with a critical survey of the development 
of systems and methods that now find general acceptance, as well as a 
full discussion of current educational questions. Payne's translation 
of Compayre's History of Pedagogy is the leading text used. 

SCHOOL ECONOMY AND MANAGEMENT. 

Ten weeks are given to the following topics: 

1. School organization: (a) Principles, aims, modes, (b) Nature of 
a graded school — basis of gradation, (c) Courses of study, (d) Nature 
and value of reviews — frequency, (e) Examinations — how, when, how 
often; nature. (/) Reports and records, (g) Teachers' meetings. 
(h) Criticisms — value, limitations, dangers. 

2. Employment: (a) study, (b) Recitations, (c) Recreation. 

3. Government: (a) Objects, (b) Forces, (c) Principles, (d) Meth- 
ods. 

4. Physical conditions: (a) Sites. (6) Ventilation, (c) Light, (d) 
Heat, (e) Exercise. 

5. Moral culture: (a) Conditions, (b) Limitations, (c) Objects, (d) 
Methods. 

6. Supervision: (a) Ends, value, and modes of supervision. (&) The 
Superintendent: (1) His qualifications. (2) Duties. (3) His relation 
to teachers, pupils, parents, (c) Discipline, (d) Course of study. 

METHODS OE INSTBUCTION AND PRINCIPLES OF TEACHING. 

Ten weeks are given to these topics: The elements of Knowledge; 
Language; Formal, Empirical, Rational, and Historical Sciences; the 
relation of the Arts to common-school course of study. Care is taken 
in developing the principles of teaching inferable from the nature of 
mind and from the nature of knowledge. 

TEAINING DEPAKTMENT. 

The work of this department is peculiar to normal schools, and is 
therefore not found in the ordinary academy or college. Its attention 
is given entirely to such subjects as pertain exclusively to the work of 
the teacher. 

As it prepares teachers for Kansas schools, it includes a careful and 
exhaustive study of Kansas school laws, together with decisions of 
State Superintendents and courts in this State, and such decisions from 
other States as may aid in the interpretation of a teacher's rights and 
duties. The training class also make a careful study of school blanks, 
examining not only those that are furnished by the State Superintend- 
ent to the different counties, but also such as are used in the schools 
of various cities and villages. 

For another part of the work, a text is furnished to the class which 
gives a very full view of the organization and management of city 
school systems throughout the United States. There is also a great 
deal of valuable information on this and kindred subjects which is 
gleaned from city and State reports, late issues of which are kept 
—4 



48 State Nobmal School. 

convenient for reference. This study of school systems helps the mem- 
bers of the training class to do good work in the model graded school, 
as well as prepares them for future work in school principalships. 

A careful criticism and comparison of different series of text-books 
in all the common branches of study is here made, so that the students 
may be able to discover readily the merits and faults of books, may 
have a proper ideal of what constitutes a good book, may know what is 
being done by the various publishing houses in the way of preparing 
school books, and may be prepared to choose wisely whenever it is 
their duty to select text-books for class use. 

Special care is taken in a systematic outlining of subjects in a man- 
ner helpful to the teacher. These outlines are prepared from three 
different standpoints: 

(1.) That of a school superintendent or principal, who in preparing a 
course of study indicates the extent to which the work should be carried 
in each subject each term, but leaves to another outline or to the dis- 
cretion of the teacher the particular material to be used in the different 
parts of the term. This is called a general outline, and gives in a brief 
statement the principal points of interest in a given connection. 

(2.) That of a class-room teacher, who in preparing a subject for 
presentation to a class shows minutely the points to be given, and 
names them in the order in which they are to be taught. This is called 
a working outline, and is not designed to include all parts of a subject, 
nor always to present in a logical order those points which are included. 

(3.) That of a student, who when he has mastered a subject wishes to 
fix it clearly in his mind. Such an outline the teacher should be able to 
suggest in preparing a class to systematize its knowledge. This is 
called a logical outline, and shows the logical relation of the parts of a 
subject. Two logical outlines of the same subject may differ widely 
and yet be equally correct, the difference arising from their being made 
on different plans. 

The study of the best methods of giving physical training in the pub- 
lic schools is a part of the work of this department. The practical part 
of this subject embraces two somewhat distinct kinds of work, viz.: 
practice in calisthenic exercises and experience in leading classes in 
the exercises. For the student, the former is valuable, since it helps 
to give the body strength to endure the strain of school life; and the 
Delsarte exercises, now being added, give grace of movement and 
greater responsiveness in elocutionary exercises. For the teacher, the 
latter is certainly one of the most important kinds of training, because 
nothing else probably does so much to fit one for controlling an assem- 
blage of people as does the experience of directing calisthenic move- 
ments with military promptness and precision. 

The students in the Senior year, and any others who may be con- 
ducting classes in calisthenics, have special instruction from the train- 
ing teacher in the theory and methods of physical training; and all. 



Annual Catalogue. 49 

who graduate are expected to make a satisfactory record in this in- 
struction, and in the work of managing classes. 

The work of observing and criticising in this department has been 
made very effective during the past year. The students make a sys- 
tematic study of the excellences and the defects of the teaching done 
by other and perhaps more experienced pupil-teachers. Those who 
thus make a careful analysis of the elements of success or failure in 
the work they observe, gain much more in teaching-power than can be 
gained by any desultory observation without special direction or by 
merely noticing what is done while they receive academic instruction 
from a teacher, however successful that teacher and however excellent 
his methods. In the very nature of things, a student cannot make the 
greatest progress in learning how to teach, when his attention and his 
entire intellectual strength are turned to the academic subjects in 
which he is himself being taught. In the work of the ordinary class- 
room, either the pupil fails to study the methods of the teacher, or the 
teacher fails to hold the attention of his class to the subject before it, 
and is clearly not a fit exemplar of methods. 

Special drill is given in the presentation of oral lessons in the natural 
sciences and matters of general information. A number of pupil- 
teachers unite in this work at the same hour in the same room, and take 
turns in presenting the subjects. The topics are announced in advance, 
and all prepare papers suggesting what should be done on each sub- 
ject. The teacher who is to present any given subject receives the sug- 
gestions of all the others on that subject, and adds to his own plan 
anything that he finds of value. The work of each teacher thus presents 
before the training class the combined best thought of all. After his 
exercise is given, he receives the written criticism of each, and thus his 
errors are emphatically pointed out so that he may avoid them at his 
next presentation of a subject. The help which this early cautioning 
about faults gives to a young teacher can be appreciated by none so 
fully, perhaps, as those older teachers who have gone through all their 
later years conscious of bad teaching habits which might easily have 
been prevented if some kindly critic had pointed out the faults when 
they first appeared. Severe as the ordeal may be, the young teacher 
can have no better experience than this. 

At the general meeting of pupil-teachers, class exercises are presented 
for criticism and suggestion, the training teacher and his assistants 
being present at all these meetings and joining in this work. There 
are also regular meetings of pupil-teachers which bring together only 
those who teach the same pupils. These afford special opportunity for 
the study of the work peculiar to each grade, and for comparison of 
notes upon the work of individual pupils. Each teacher here learns 
whatever the experience of the others has shown in regard to the needs 
and nature of each pupil, and the teachers here receive careful instruc- 
tion as to what should be done to secure the highest success for the 
pupils of the grade. It is believed that this careful supervision of the 



50 State Nobmal School. 

work done in each grade secures a higher average of excellence in the 
teaching done here than is ordinarily found in the same grades of 
country and city schools where the teacher is not so constantly stirred 
to do the best possible work. 

The most valuable feature of the training department is the actual 
practice which students have in conducting classes in the various 
grades and subjects. No other test will so satisfactorily show whether 
a young man or a young woman is sure to be a good teacher. Success- 
ful work as a student, brilliant and interesting recitation in the class- 
room, even the power of analyzing and explaining difficult subjects so 
the other members of the class understand as never before — all these 
fail to prove power for satisfactory discipline and teaching. No 
amount of talking about how the work should be done and seeing how 
it is done can give the strength which comes from actual doing. The 
teachers who go from this department to take charge of schools of 
their own, go with an experimental knowledge of what difficulties are 
to be met and how to meet them; they go about their work with a self- 
possession which can come only from a successsful experience. Care 
is taken in this department to lead the teachers to control their classes* 
without feeling dependent on the aid of anyone in general charge of 
the work. They in the main settle their own difficulties in discipline 
and instruction, and meet the responsibilities which come to a teacher 
in his own school. 

An extended inquiry shows that departments of this kind continue 
to grow in popularity in the United States, and that more than two- 
thirds of all distinctly normal schools in this country have now intro- 
duced practice-teaching as a regular part of their course. 

THE NATUBAL SCIENCES. 

The work is conducted as far as possible in the laboratories, which 
are abundantly supplied with the materials by the aid of which the 
pupils must expect to carry on their teaching in the public schools; 
and candidates for advanced standing are graded by their ability to 
observe accurately and comprehensively, to state tersely and precisely, 
to draw neatly and clearly, to generalize and classify readily, to 
manipulate and experiment deftly, to draw logical conclusions, and to 
avail themselves of the sciences for the cultivation of these powers in 
their pupils, rather than by their acquaintance with the principles of 
science, or familiarity with its phenomena. 

The course allows twenty weeks to each of the following subjects: 
Botany. — Laboratory work includes the complete description and 
analysis of at least fifty species of phanerogams, the making of a 
herbarium, drawings of cells and tissues, the study of the life history 
of yeast, moulds, amoebae, etc., window cultures, and experiments with 
artificial soils. This will be accompanied by lectures upon vegetable 
morphology and classification, on microscopy, on the biology of uni- 
cellular and other low forms of life, and upon histological, physiological 
and economic botany. 



Annual Catalogue. 51 

Physics. — This subject is pursued, as far as the size of the class per- 
mits, exclusively in the laboratory. The laboratory work during the 
past year has embraced the manufacture of both physical and chemi- 
cal apparatus, including electric batteries, electro-magnets, permanent 
magnets, helices, electroscopes, electric bells, electrophori, and other 
instruments. 

Chemistry. — Laboratory work during the whole of the first term. The 
class determine the effect of the ordinary reagents on twenty-five com- 
mon elements, and from their experiments devise and put in practice 
a scheme of qualitative analysis. This is followed by lectures upon 
the elements and compounds, delivered in turn by the class, and illus- 
trated by experiment; and finally by a brief study of the history of the 
atomic theory. 

Physiology. — The classes in this subject follow closely the work out- 
lined in Martin's Human Body (larger book). In addition, one or more 
afternoons in each week are spent in the laboratory, studying the art 
of dissecting and preserving for laboratory study or class illustration 
the parts and organs of mammalia. 

Zoology. — To sharpen the powers of observation, the pupils deter- 
mine genus and species of a great number and variety of specimens. 
From a study of typical animals, pupils are helped to discover points 
of resemblance and contrast in the different orders. The text-book 
serves to direct the study of the objects, rather than as the end of study. 
The dissections performed in the zoological laboratory extend to all 
the branches of the animal kingdom except protozoans. 

Geology. — This study is especially valuable to the teacher who would 
thoroughly comprehend the subjects connected with Physical Geography. 
A general knowledge of the earth's strata is a valuable economic aid to 
the citizens of a country whose coal-beds and other mineral resources 
must become so important a factor in its wealth and prosperity. 

AKT DEPAETMENT. 

The value of Drawing in the public schools is being recognized 
throughout our State, and there is a growing demand for teachers 
skilled in illustrative drawing, in clay modeling, and in methods of 
teaching the subject. 

Some of the direct objects of Art work in public schools are the cul- 
tivation of perception, memory, imagination, and judgment; careful 
and close observation and analysis of form in order to secure correct 
expression by pencil-drawing or other means; training the eye to see, 
the mind to know, and the hand to prompt and ready action in ex- 
pressing this knowledge. 

General divisions recognized: Construction, Representation, Decora- 
tion, Design — Constructive, Pictorial, and Decorative. 

Materials used: Geometric solids: tablets, sticks, wires, etc.; objects 
and natural forms; casts; clay, paper, wood, etc.; instruments for 
drawing: paper, pencils, eraser, divided scale, compasses, triangles and 
T square; drawing-ink, crayon, and water colors. 



52 State Nobmal School. 

Methods of presentation: Object: copy, dictation, memory. The real 
form presented first as a whole, followed by sections and elements. 
Analysis, expression and application of each form studied. Actual 
construction of one or more simple objects from working drawings 
required. 

OOUESB OF STUDY. ( TIME, THIETY WEEKS.) 

First Term, — Ten Weeks. 

Form Study. — Geometric forms as Wholes; Sections; Elements of 
form, angles, edges, surfaces, etc., developed from solids; Expression 
of forms studied by modeling in clay, construction, tablet-laying 
movement, drawing, and color. Application to natural and familiar 
objects, in building and symmetrical arrangements. 

Construction. — Facts of form combined to make Working Drawings; 
Developments; Geometrical Problems; Constructive Design. 

Representation. — Appearances of Geometric forms and familiar ob- 
jects in different positions and relations; Pictorial Design. 

Decoration. — Examples of Historic Ornament; Principles of Design; 
Conventionalization of plant and animal forms for design. 

Illustrative Drawing. 

Methods. 

Second Term — Ten Weeks. 

Construction. — Projection; Elements of Building and Machine Con- 
struction. 

Representation. — Principles of Perspective Drawing; Light-and-Shade 
Drawing from simple objects and casts. 

Decoration. — Historic Ornament; Original applied designs for Sur- 
face Wall Decoration, Crestings, Prints, etc. 

Illustrative Drawing. 

Methods. 

Theory of Color. 

Third Term — Ten Weeks. 

Construction. — Details, Plans and Elevations for school and other 
buildings. 

Representation. — Model and Object Drawing in Light and Shade. 

Decoration. — Examples of Historic Ornament in Light and Shade. 

History of Art. 

Illustrative Draiving. 

Methods. 

A special class in Advanced Drawing, Light-and-Shade Drawing, and 
Painting, will be formed each term for those who desire this work. 
During the year such classes have been formed and the work done has 
been very satisfactory. 

A studio accommodating a limited number. of students is well sup- 
plied with models, easels, etc. Thus the demand for more advanced 
work than can be taken up in the regular course of study is met, and 
several graduates of the School have availed themselves of it during the 
present year. 



Annual catalogue. 53 



It is the object of the Department of Music to educate the student 
upon a well-regulated and scientific plan. This plan includes Instru- 
mental and Vocal instruction, with that of Theory and Harmony. 

Normal, or Sight- Reading Classes — Two Terms of 10 Weeks Each. 

This course is obligatory for all students in all of the Normal de- 
partments, whether Literary, Scientific, or Musical. 

"C" Class— 10 Weeks. 

(a.) Elementary Instruction. Numbers, syllables, lines, and spaces — 
representing sound. Notes — representing quantity. The G clef — its 
use. The time signature. Rhythm. The major diatonic scale — its 
formation. 

(&.) Lessons in dictation, in connection with blackboard exercises 
for the purpose of familiarizing the pupils with the simplest tone suc- 
cessions and rhythmical forms. Exercises, making figures as repre- 
senting sound. 

(c.) The Interval System. Pupils required to write all kinds of 
seconds, thirds, fourths, fifths, sixths, and sevenths. Inversion of in- 
tervals. Progressive exercises, introducing chromatically altered in- 
tervals, in which especial attention is given to intonation and purity 
of tone. 

(d.) The theoretical and practical development of the major diatonic 
scale. Exercises on the blackboard and in dictation, written in the 
various major keys. 

(e.) Theoretical development of the minor scale. The harmonic 
minor scale. The melodic minor scale. Exercises in both modes. 
Review and examination. 

"Z>" Class— 10 Weeks. 

(a.) Recapitulation of the subject-matter embraced in "C" Class. 

(&.) Fundamental principles of harmony. The triad — the dominant 
and sub-dominant triads; their relation to the tonic triad. Inversion 
of the triads. Exercises in the form of broken chords, making use of 
the T. D. and S. D. harmonies in their various positions and keys. 

(c.) The C clef as a means of transposing. 

(d.) Solfeggio exercises in two and three parts. 

(e.) Studies in two and three parts, with texts, for the purpose of 
acquiring a correct enunciation of vowels and consonant sounds. 

(/.) Methods of teaching the subject in graded schools. 

Vocal Course. 
In the study of the development and cultivation of the voice, the fol- 
lowing points are fully considered: Respiration as an art. Position of 
mouth and tongue, and control of facial expression. Quality of tone 
on vowels. Control of the larynx. Sustained tones throughout the 
compass of the voice. Articulation of consonants and vowels. The 



54 State Nobmal school. 

laws of vocal expression and delivery. Concerted, church and oratorio 
music, under the direction of the conductor of the Oratorio Society. 

Studies in Use. 

Allen <fc Webb's Art of Singing; Bonaldi's Vocalises; Concone, op. 9, 
op. 10, op. 12, etc. 

Instrumental. 

Instrumental music is not, in any of the courses, prescribed for the 
diploma, but the Director gives special lessons on the piano and the 
organ. He is a competent and experienced teacher, and pupils may 
rest assured that the instruction is of the same high order as given in 
the regular Normal departments. Those desiring to pursue special 
courses in vocal or instrumental music would do well to open corre- 
spondence with him at once. Pianos and organs are rented to Normal 
students at low rates. 

The following brief outline will show the work on the piano: 

Pupils in Grades C, D, and E required to take Harmony, History of 
Music, and Seminary work (no extra charge). 

The technical work is based upon that of Prof. Bruno Zwincher, of 
the Leipzig Conservatory of Music, Germany, and the exercises are the 
same as used at that conservatory. 

Geade A. — Five-finger exercises, easy scales and arpeggios, to de- 
velop the independence and power of each finger. Strict attention to 
correct touch and position of the hand. 

Geade B. — Loeschhorn, Doring, Emory's studies, major scale and 
arpeggios; sonatas of Clementi, Krause, Reinecke, etc.; little pieces by 
Schumann and others. 

Geade C. — Major and minor scales and arpeggios through four oc- 
taves, in thirds, sixths, and opposite motion. Heller, op. 47. Kohler 
or Czerny's School of Velocity. Bach's two-voice inventions. The 
more difficult sonatas of Kuhlan, Clementi, Haydn, and Mozart. 

Geade D. — Wrist exercises in sixths and octaves. Czerny's "Finger- 
fertigkeit." Heller, op. 45. Arpeggios on the Dominant seventh chord 
in all keys, in triplets. Cramer's studies (Von Bulow). Bach's three- 
voice inventions. Beethoven's sonatas. Sonatas by Von Weber, Hum- 
mel, etc. 

Geade E. — Scales in thirds, fourths, sixths, and octaves in each 
hand. Clementi's "Gradus ad Parnassum." Moschelles op. 70. Cho- 
pin's Etudes. Bach's "Well-Tempered Clavichord." Etudes by Liszt 
(Transcendentals), Rubinstein, and Haberbier. Concertos by Beet- 
hoven, Mendelssohn, Schumann, etc. Pieces by Raff, Liszt, Henselt, 
Reinecke, Chopin, etc. 

Recitals. 

Vocal and piano-forte recitals will be given by the teachers and pupils 
every other week. Parents and friends are invited to attend. 

Seminary. 
A seminary for the education of those who desire to teach is held 



Annual catalogue. 55 

weekly. Questions pertaining to vocal and instrumental "work are 
brought up and freely discussed; essays are read by the pupils and 
general blackboard demonstrations given. 

Lectures. 
A course of lectures upon the Art, Science and History of Music will 
extend throughout the year. This course is free to all music pupils. 

Theory, Harmony, Counterpoint, Orchestration, and the Art of 
Conducting, 
are taught at special rates. 

Terms for Special Instruction. 

Instrumental (single) per term of 18 weeks $12 00 

Instrumental (class of two) 10 00 

Voice Culture (single) 15 00 

The above terms are to Normal students only. All others are charged 
$1 per lesson. 

GYMNASTICS. 

Gymnastics and Calisthenics constitute a part of the regular course 
of instruction. These exercises occupy about fifteen minutes daily, 
Each class is under the leadership of a chief. Free gymnastics, bells, 
rings, wands, bean-bags and clubs are employed in the various classes. 
Especial care is given to correct position, and to precision and prompt- 
ness of action, in connection with good music. The utility of gymnas- 
tic and calisthenic exercise as a means of physical development and 
training, and of securing vigorous health under the constant strain of 
student-life, is now generally acknowledged. 

FRENCH AND GERMAN. 

The study of modern languages is not in the regular course, but stu- 
dents may join classes in French and German by paying special tuition. 
Miss Emilie Kuhlmann, a thorough linguist, has charge of these classes, 
and is a successful teacher. 

THE MODEL DEPABTMENT 

Is thoroughly organized into an ideal graded school, beginning with the 
Kindergarten and extending through the Grammar grade. The rooms 
are under the supervision of experienced teachers, who, as assistants to 
the Director in training, observe and criticise the work of pupil-teach- 
ers. They teach more or less during the entire year. This department 
is sustained for no other purpose than to furnish a place in which ad- 
vanced pupils may, under the eye of friendly critics, become proficient 
in teaching. The higher grades serve as a good preparatory school for 
those who may fail to pass the entrance examinations, or who may con- 
template entering the Normal Department. 

The value of the Kindergarten work can hardly be over-estimated. 
Its methods are fundamental, and should be understood by all teachers 
— especially by those contemplating primary work. A limited number 



56 State Nobmal School. 

of children is admitted, to secure classes for the complete amplification 
of the system. Classes in theory and practice are formed twice per 
term. The course in theory is completed in ten weeks. Such students as 
desire to take this work are charged an extra fee of five dollars. This 
covers all expenses for material used. Students are permitted to enter 
the Kindergarten without taking studies in any other department, and 
on completing the course are granted a certificate to that effect. Stu- 
dents in the senior class take work in theory without extra charge. 

In addition to the specials listed in the Kindergarten, eighty-eight 
other pupils took this work during the year. 



MODEL SCHOOL COURSE OP STUDY. 

Children are received in this school as young as four years. In the 
lowest grade children receive instruction by means of the different gifts 
and occupations which the Kindergarten offers, as: 

Block building, to teach forms and fundamental ideas of numbers. 

Object lessons, to give general information. 

Kindergarten occupations, to develop a taste for work. 

These occupations are: Picture-sewing, weaving, paper-folding, paper- 
pasting, modeling, and pease-work. 

Drawing is taught from forms made with sticks, rings, tablets, and 
clay. 

GEADE ONE. 

Reading. — Reading-chart, reading-boxes, and first reader. 

Writing. — Ruled note-books, writing with pencil; copy-books, writing 
with pen and ink; copying of reading lesson. 

Spelling in connection with reading lesson. 

Numbers. — Addition, subtraction and multiplication to twenty. Also 
some work with numbers as high as ninety-nine. 

Drawing from objects, dictation, and from memory. 

Object lessons and conversational exercises. 

GEADE TWO. 

Reading.— Second reader. 

Numbers. — Counting and taking away by twos, fives and threes to 
one hundred. Writing numbers to one thousand. Form plus and 
minus tables to twenty. Twos and threes in multiplication and divi- 
sion. Coins and change to fifty cents. Time by the clock in hours and 
minutes. 

Writing. — Copying words and sentences. 

GEADE THEEE. 

Reading. — Third reader commenced. Supplementary work. Distin- 
guish between emphasis by force and emphasis by pause. Spelling 
from reading lesson. 

Numbers. — Six places. Rapid combinations from chart. Addition 
and subtraction with numbers to four places. Multiplication table. 
Simplest work in fractions. 



annual Catalogue. 57 

Geography. — Points of compass, school room and grounds, and other 
local work. 

Writing.— Paper and pencil. Careful drill upon position. 
General Science. — Lessons on human body, and animals. 

GKADE EOUB. 

Reading. — Third Reader completed. Descriptive definitions of 'words. 
Sound-spelling, with diacritical marking of vowels. Drill upon articu- 
lation and enunciation of difficult words. Arrange words in alphabetic 
order preparatory to the use of the dictionary. 

Numbers. — Written arithmetic through simplest work in decimals 
and denominate numbers. Rapid oral work. Practical problems. 

Language. — Text-book introduced. 

Geography. — Local work. Map city and neighborhood. Text-book 
introduced. 

Spelling. — A distinct exercise with the spelling-book. 

General Science. — Human body and animals continued. 

Writing. — Pen and ink. Concert drills for free movement. Small 
letters analyzed with relation to height, width, and general character- 
istics. 

Drawing. — Alternate with writing. 

GBADE FIVE. 

Reading. — Fourth Reader commenced. Rules and drill on emphasis 
and inflection. Table of diacritical marks, with constant use of same. 
Select reading. Oral and written spelling. 

Numbers. — Written arithmetic through division, taking in U. S. money 
in the work throughout. Rapid oral work. Review subjects previously 
touched. Difficult work of common fractions. 

Language. — -Text-book. 

Geography.— The world as a whole. The making of relief maps. The 
study of States and Territories of the United States, mapping from 
memory. 

General Science. — Complete subjects begun. 

Writing. — Practice upon capitals. Concert drills. Practice upon 
copies. 

Drawing. — Dictation exercises. Slate, board, and book work. 

geade six. 

Reading. — Fourth Reader finished. Voice drills in the different forms 
and qualities. Exercises upon pitch and stress. Continuation of work 
in other grades. Classification of words according to syllables. 

Numbers. — Advanced text through fractions, taking all the subjects 
more thoroughly than before. 

Language. — Composition. Relations of words. Follow the manu- 
script outline as given. 

Geography.— The study of all the grand divisions. Work in text. 



58 State Nobmal School. 

Writing. — Review of small letters and capitals according to groups. 
Shading. 

Drawing. — Same as preceding grades, with more difficult exercises. 

GRADE SEVEN. 

Reading. — Fifth Reader. Drill upon all the points taken up in the 
preceding readers, and define quality, force, and form, giving drill, 
teaching how to render different ideas, and committing illustrative 
selections. Readiness, accuracy, and understanding, in the rendition 
of all selections. 

Arithmetic. — Through simplest processes of percentage. Drill in 
solving practical problems. 

Language. — Work in composition. Follow text. 

Geography. — North America, South America, and Europe; about equal 
time to each, with review of the United States. Drill on physical and 
political features, with special attention to important historical and 
commercial relations, trade centers, and routes of travel. 

History (first half of the year). — Associate leading events about the 
lives of leading representative men through the American Revolution, 
most of the work being given in oral lessons by the teacher. 

General Lessons (one hour per day for the last half of the year). — 
Practical hygiene. Plants. Animals. General points as occasion sug- 
gests in morals and manners. Drills in number, language or other 
topics for general exercises. 

Writing. — Spencerian principles and theory. Drills on position, 
movement, etc., in copy-book, on blackboard, and practice paper. 

Spelling. — Incidental exercise in connection with each topic of the 
course, with special regular lessons from a practical speller. 

Drawing. — Freehand and instrumental exercises, on book, slate, and 
blackboard. 

GBADE EIGHT B CLASS. 

Reading. — Complete Fifth reader. Drill on all preceding work, ana- 
lyze selections, study authors, and drill on the figures of speech. Com- 
mit selections from favorite authors for recitation which illustrate 
topics in the work. 

Arithmetic. — Complete the subject through square root, and its ap- 
plications. 

Language. — Continue composition and analysis, and study parts of 
speech, as per outline. 

Geography. — Review South America and Europe, and complete the 
study of the grand divisions after the plan of the seventh year. 

Writing, Spelling, and Drawing, similar to the work outlined in the 
seventh grade. 

GBADE EIGHT A CLASS. 

Reading. — Classic selections. Thought analysis and phonic drill. 
Study of expression. 

Arithmetic. — Review difficult points in weights and measures, decimal 



Annual Catalogue. 59 

and common fractions, proportion and percentage. Finish square and 
cube root and their applications. 

Language. — Study of technical grammar, using text-book. 

Geography. — Review. Special attention to mathematical and physi- 
cal geography as touched in connection with common subjects. Map 
North America. 

History. — United States complete to 1789. 

Other subjects as in B Class. 

GENEEAL. 

Music is begun in the Kindergarten songs of the lowest grades, and 
instruction and training continue systematically through all the classes. 

In the teaching of form, moulding and modeling are used in all the 
grades in connection with drawing and geography. Declamation and 
other rhetorical exercises one hour each week. 

Copy-books are used in addition to penmanship suggested in out- 
line. A full outline for phonic work is furnished in connection with the 
reading work. 

All the grades of the Model Department have daily drills in free gym- 
nastics and marching, using for this purpose the class room when illus- 
trating what can be done in the ordinary school room, but having also 
the full privilege of the gymnasium. 



60 State Normal School. 



A WORD FROM THE ALUMNI. 



No more satisfactory testimony of the work of a school can be se- 
cured than that given by its alumni. In making their report for the 
quarter-centennial year, the graduates of the State Normal School 
have the following to say concerning the specific way in which the at- 
tendance here benefited them: 

"My time was so wisely and systematically filled that I gained much, 
and have since planned better for myself and others. Methods of in- 
struction were so clearly presented that they are a continual source of 
help to me. The spirit to do one's best in everything was contagious 
and took fast hold of me." 

"In every way in which a teacher can be benefited, and my grateful 
thanks go with the School." 

"At the State Normal School I took work which has contributed no 
little to my success since in the present field." 

"Increased my range of vision." 

"It has given me knowledge relative to educational matters which 
would have been difficult to acquire elsewhere." 

"Thorough training in the common branches and methods of in- 
struction." 

"Taught me system in all work." 

"In systematic training, and in every qualification that fits one for 
the profession of teacher." 

"That true education is development, and that the teacher cannot 
furnish power, but simply guide." 

"Found a good library, and came into contact with other ideas." 

"I became acquainted with the most approved methods of handling 
and presenting subjects." 

"A systematic classification of methods of teaching." 

"A higher appreciation of the teacher's mission." 

"It gave me a better idea of what is meant by teaching school." 

"I feel that teaching is a profession since I have studied it as such." 

"I have learned self-reliance, and gained a broader view of life, its 
duties and blessings." 

"The preparation made at the Normal enabled me to begin work 
without feeling that I was at sea without a rudder." 

"It gave me more faith in humanity, and a better conception of what 
constitutes a true teacher." 

"In many ways, but particularly in acquiring habits of sjstem and 
perseverance." 

"A genuine inspiration for the work of teaching." 

"I have learned better how to manage the pupils." 

"In methods, mind culture, and correct ideas of the relations of teach- 
ers and pupils." 



Annual Catalogue. 61 

"Methods and theories of education acquired, both through instruc- 
tion received, and by noting methods of members of Faculty." 

"It has given me a knowledge of such a variety of methods that 
school work does not become monotonous." 

"It has given me an insight into the true principles of education, 
and fitted me for work in which I am now engaged, i. e., primary 
work." 

"The instruction received upon how to teach has not proved a mere 
theory, but instead knowledge of practical value." 

"I have found the Normal methods of teaching practical and easily 
adapted to all grades of schools." 

"Taught me that teaching means daily growing and strengthening." 

"Attendance there has made me self-reliant. I am no longer afraid 
to go before a class." 

"It has given me a firm foundation upon which to build, and the 
process through and by which to continue building." 

"It has made me a better man morally." 

"A clearer understanding of the work I have to do, and of the man- 
ner of doing it." 

"Teaching in Model School under such excellent supervision. Inspi- 
ration for the profession." 

"The Normal has advanced my ideal. It has enlarged my sense of 
the teacher's responsibility." 

"I have a higher ideal toward which I am working." 

"That I recognize and can remedy, in small part, perhaps, the lack 
of thoughtful study as opposed to the custom of memorizing without 
thought." 

"Culture and training which make mental work comparatively easy." 

"Instilled principles of philanthropy which the burdened teacher 
ever finds pleasure in reviewing." 

"In strengthening my desire to do my very best in whatever position 
my lot may be cast." 

"The Kindergarten training has been of great value." 

"Received inspiration and encouragement." 

"At the K. S. N., I learned what is expected of a good teacher." 

"Knowledge of child-mind — its laws of development." 

"The enthusiasm which one imbibes from earnest fellow-students." 

"The spirit of mutual helpfulness among students and Faculty 
helped me much." 

"Enlarged acquaintance with educational people; strengthened pur- 
poses of life." 

"I think I was specially benefited by contact with so many earnest, 
wide-awake teachers. My horizon was lifted and widened." 

"Experience in teaching in various grades in the Model School." 

"Showed me some of my own weaknesses and taught me how to 
overcome them." 

"In the Model School I gained a practical insight into the subject of 
grading schools." 



62 State Normal School. 



Calendar for 1889-90, 



First term begins Monday, September 2d, 1889. 

Examination of candidates for admission, Monday and Tuesday, 
September, 2d and 3d. 

Mid-term entrance examinations, November 11th and 12th. 
Kecess, December 20th to January 2d, 1890. 

Prize contest in Oration and Essay, Saturday, January 11th, 1890. 
First term closes Friday, January 24th, 1890. 
Second term begins Monday, January 27th, 1890. 
Examination of candidates for admission, Monday and Tuesday, 
January, 27th and 28th. 

Mid-term entrance examinations, April 7th and 8th. 

Prize contest in Debate and Declamation, Saturday, June 7th. 

Baccalaureate address, Sunday, June 8th. 

Class day, Monday, June 9th. 

Educational address, Tuesday, June 10th. 

Wednesday, June 11th: 

9 a. m. — Mass meeting. 

3:30 p.m. — Business meeting of Alumni Association. 

8 p. m. — Alumni meeting. 
Thursday, June 12th: 

9:30 a. m. — Commencement exercises. 

8 p. m. — Class reception. 



Annual Catalogue. 63 



Alumni Record, 



The data given are the latest which we, after very great effort, are 
able to obtain. With very few exceptions we have been able to verify 
them to date. The friends would confer a favor by reporting to this 
office any inaccuracies which may be found, and by notifying us 
promptly as changes in their own occupation or location may be made. 
It is our purpose to spare no pains to make the record of each year as 
nearly complete as possible, and we ask for the hearty cooperation of 
all. The "years taught" includes all taught since first entering the 
School. The years indicated are those in which the school years closed. 

CLASS OF 1867. 

Ellen Plumb. Emporia, Kansas. Taught 3 years. 

Taught at Leavenworth and Emporia; was teacher in model department, State Nor- 
mal School, in 1868-69; since that time bookseller and stationer, Emporia. 

Mary J. Watson (Mrs. Short), Trenton, Mo. Taught 15 years. 

For three years was teacher of Language and History in the State Normal School ; 12 
years a teacher in the Emporia public schools; was married in 1888. 

CLASS OF 1868. 

Maby E. Ela (Mrs. Howell), Arkansas City, Kansas. Taught 3 years. 

Taught at Grasshopper Falls, Lawrence, Chetopa; died at Arkansas City, March 19, 
1888. 

Alice L. Nokton (Mrs. Ingersoll), 74 West Cedar St., Denver, Col. 

Taught 5 years. 

Taught at Emporia in spring of '68, at Manhattan in '69 and 70, at Chanute in 71, 
and at Lawrence in 72. 

Josephine L. Patty, Emporia, Kansas. Taught 13 years. 

Taught at Lawrence, '69 ; Emporia, '69-72; Red Wing, Minn., 71-75 ; Terre Haute, 
Ind., 75-'81 ; Santa Cruz, Cal., '83; Topeka, '81-85. 

Josephine Sloodm (Mrs. Manahan). Taught 13 years. 

Taught at Waushara in '68-69; was associate principal at Paola in '69-70; taught in 
Emporia city schools from 70 to December 78; in Golden, Colorado, in 79, '80, and '81 ; 
in September, '81, was married to J. M. Manahan. She died at Golden, March, 1832. 

CLASS OF 1869. 

J. N. D. Beown, Birmingham, Alabama. Taught 3 years. 

Taught 3 years in Wilson county; was engaged in the milling business at Altoona, 
Kansas, for a few years. 

—5 



64 State Nobmal School. 



Chables T. Cavaness, Madison. Taught 5 years. 

Taught in Lyon county; was superintendent schools for Lyon county, '73-74; was 
superintendent Emporia schools, in '75 ; deputy county treasurer, Lyon county, 6 years, 
and county treasurer, 4 years. Present occupation, cashier bank, Madison. 

Mabtha J. Nichols (Mrs. Dr. Humble), Wichita. Taught 6 years. 
Taught in Lyon county, in Chetopa, and in Wichita. 

H. L. Poplin, San Buenaventura, Cal. Taught 1 year. 

Has been practicing law since that time at Garnett and San Buenaventura. Re- 
moved to latter place in '87. 

Mabtha P. Spenceb, Emporia. Taught 19 years. 

Taught at Americus, El Dorado, Chetopa, Emporia, Florence, and Topeka ; since 1883, 
professor of Elocution in State Normal School. Has studied elocution in National School 
of Oratory and Boston College of Oratory, and taken Harvard work in physical training. 

Thomas A. Stewabt, Great Bend. 
Engaged in farming. 

T. G. Tioee. 

Died January 28th, 18S2. Was engaged in loan business at the time of his death. 

Matilda Upton. 

Miss Upton is married, and living somewhere in Kansas, but her address cannot be 
found. , 

Maey A. Williams (Mrs. C. T. Cavaness), Madison. Taught 2 years. 
Taught in Douglas county, '69; Lyon county, '73. 



CLASS OF 1870. 

David M. Bales, Colorado Springs, Colorado. Taught 16 years. 

Taught in Bourbon, Lyon, Johnson, and Leavenworth counties, and in El Paso 
county, Colorado; is now engaged in newspaper work. 

Maey L. Duban (Mrs. Bolwin), Newark, Ohio. 
Taught in Garnett until her marriage. 

Hattie S. Hawkins (Mrs. Judge Graves), Emporia. Taught 5 years. 

Taught in Woodson and Lyon counties, at Cottonwood Falls, and in Greenwood and 
Woodson counties. Was principal of city schools when at Cottonwood Falls. 

John M. Spangleb, Rozario, Brazil. Taught 15 years. 

Taught 3 years in Iowa. Returned to Kansas in 1876. Taught at Hartford, Neosho 
Falls, and Toronto. Since 1S82 has been engaged in teaching and missionary work in 
Chili and Brazil. Was President of American College, Concepcion, Chili. Has written 
a book on Civilization in Chili. 

Nellie Stoees (Mrs. G. W. Newman), Emporia. Taught 5 years. 

Taught music for 5 years; was married in 1873. 



Annual Catalogue. 65 



CLASS OF 1872. 
L. C. Daniels (Mrs. Crippen), Winfield. 

Samuel H. Davis, Hesper. Taught 13 years. 

Taught in Wyandotte and Douglas counties ; is at present engaged as traveling news- 
paper correspondent, and in farming; married. 



CLASS OF 1873. 
Clara Davis, , . 

Claea Rawlins (Mrs. G. C. Kenyon), deceased. Taught 1 year. 

Taught 1 year at Manhattan; studied music 1 year; was married to Mr. Kenyon 
in '74. 

Hettie G. Vail, 3320 East Tenth Street, Kansas City, Missouri. 
Taught several years at Manhattan. 



CLASS OF 1874. 

Jennie Campbell, Plymouth. Taught 6^ years. 

Taught at Vernon, '73; Americus, '74; Plymouth, '75; Marion couaty, '76 ; Plymouth, 
'77; Newton, '79. 

Nellie Cole (Mrs. Howard Dunlap), Emporia. 
Never taught. Married November 9, 1874. 

Mary L. Dickerson ( Mrs. Keller), Marion. Taught 4 years. 

Country, '75; Marion, '76 to '78. 

Ansel Gridley, Jr. [See class of 1876.] 

Henry Haggard, Springfield, Minnesota. 
Has taught much of the time since graduating. 

Eva Howard (Mrs. J. W. McCormick), Americus. Taught 6 years. 

Taught in Fremont, Waushara, Dow Creek District, Bluff Creek, Americus, Morris 
county; was married March 19, 1879. Died in Woodson county, January 25, 1880. 

Guy L. Kennedy, South Haven, Michigan. 

Has been engaged in the insurance business for a number of years. Married. 

A.nna Melville (Mrs. Boyd), Durango, Col. 

Lillian Norton (Mrs. G. L. Kennedy), South Haven, Michigan. 

Sadie Rogers, Emporia. Taught 14 years. 

Taught in Franklin county, Lyndon, Williamsburg, and Ottawa. Present occupa- 
tion, teaching in Emporia. 

Dellie Spaulding, Wathena. Taught 14 years. 

Taught in Doniphan county, Troy, and Wathena; is now engaged in photographers 
business. 



66 State Normal School. 



Anna Stinson ( Mrs. Sisson), Harveyville. Taught 10 years. 

Taught in Lyon, Osage, and Wabaunsee counties. 

Nettie Thdeston, Manhattan. Taught several years. 

Hattie Ward. [See class of '76.] 

Doea Wilson, Atchison. 

CLASS OF 187S. 
Althea Davis ( Mrs. Isles), Chicago, 111. 

Albert Mabteb, Syracuse, Kansas. Taught 5 years. 

Taught district school 2 years, and was principal at Enterprise 3 years; was en- 
gaged in the book and stationery business for several years. 

Thomas Meek. 

Was killed in Mississippi in '84. 

Emma Melville (Mrs. Sackett), Parsons, Kansas. 

Maby. Ovebstbeet, Mills College, California. Taught 12 years. 

Taught at Lakeside in '76; Cedar Grove in '77; Larned in '78, '79, and '80; Emporia 
city schools in '81 and '82; and at Mills College since '84. She was a student at Oxford, 
Ohio, in '83 and '84. 

Effie Pabtoh (Mrs. Campbell), Seattle, Washington Territory. 

Taught 1 year. 
Was assistant in the model school for '7o-'6. Her husband is at present pastor of 
the M. E. church at Seattle. 

Cabbie Goddabd, Emporia. Taught 12 years. 

Taught at Council Grove in '76; in Lyon county in '78 and '79; in Mission School at 
Pawhuska, I. T., in '80, '81, and '82; at Independence in '83; and since that time in the 
city schools of Emporia. 

Amelia Goodeioh (Mrs. Stenhouse), Chicago. 
Has been practicing medicine for several years. 

J. H. Hill. [See class of 1876.] 

John F. Kiekee, Strong City. 

Was superintendent schools for Cottonwood Falls and Strong City until '81 ; taught 
1 year in State Reform School, Topeka; engaged in hardware business at Quenemo for 
some time; after serving again as superintendent of the Strong City schools for 1 year, 
he engaged in the banking business, and is now cashier Strong City Bank. 

James E. Klook, Emporia. Taught 14 years. 

Was principal Neosho Rapids schools from '75 to '80 ; was principal Emporia high 
school until '83; county superintendent one term, and reelected for the second; was 
elected superintendent Emporia city schools in '85, and is now serving in that capacity. 
He has conducted and instructed in many institutes. Married. 

Chaeles M. Light, Chanute. Taught 14 years. 

Taught at Erie, Osage Mission, Thayer, Chanute. County superintendent four years. 
Is now superintendent Chanute schools. Married. 



Annual Catalogue. 67 



Hattie S. Pipes (Mrs. Hudson), Waukegan. 111. Taught 3 years. 

Mrs. B. C. Ross, Armourdale. Taught 5 years. 

Taught at Independence 1 year; was principal at Sedan 1 year; taught several years 
in Montgomery county. 

H. L. F. Robebson, Kingman. Taught 8 years. 

Taught in Lyon county, '72; Linn county, '76; Knox county, Illinois, '76 to '79, and 
'82; Fulton county, Illinois, '81. Other educational work, organizing reading circles 
and institutes; county superintendent, Kingman county, for the past 4 years. Married. 

Coenelia Slack, Los Angeles, California. Taught 14 years. 

Taught in Lyon county, '76 to '81, Los Angeles, '82 to '89. 

Ella L. Thompson (Mrs. 0. D. Rasmussen), Dannebrog, Nebraska. 

Taught 7 years. 
Taught at Osage City 1 year, and at Topeka 6 years. 

Isaac Taylob Way, Emporia. Taught 6 years. 

Taught in Chase county, '72; Virgil, '73; Chase county, '74; Burlingame, '77; Lyon 
county, '78-'79; deputy register of deeds, postoffice clerk, and bookkeeper. Present oc- 
cupation, clerking, Emporia. Married. 



CLASS OF 1876. 

Floea Bennett (Mrs. Dr. Morgan), Neosho Falls. Taught 8 years. 

Taught on the Verdigris, '71-72 ; Fowler's District, '73; Florence, '74; near Emporia, 
75; Fowler's District, '77; Coffey county, '78; Neosho Falls, '80. Deceased. 

Joseph Clayton, Buffalo. Taught 7 years. 

Taught in Hamilton county, Indiana, '75; Lyon county, '76 to '79; Woodson county, 
'88 ; Wilson county, '89. Present occupation, farming. 

Buel T. Davis, Atchison. Taught 11 years. 

Taught in Training School, Aurora, Illinois, '76; Chetopa, '77; Emporia and State Nor- 
mal, '78 to '84; Chetopa, '87; Anthony, '88 and '89. Journalist, '86-87; just elected super- 
intendent city schools, Atchison. Married in August, 1882. 

Maegaeet M. Davis ( Mrs. Wells), Arkansas City. • Taught 6 years. 
Taught at Eudora, '75; Lawrence, '77, '78, '79; Shawneetown, Indian Territory, 'S0,'S1. 

Roxanna Davis, Lawrence. Taught 14 years. 

Taught in Eudora, '74; since '76, in Lawrence; has also engaged in institute and pri- 
vate school work. 

Alice A. Gordon (Mrs. DeKalb), Springfield, 111. 
Taught in Greenwood county, and at Wellington. 

Emma Goedon (Mrs. Badger), Mulvane. 
Taught in Greenwood county. 

Lauea Goedon, Eureka. 

Taught in Eureka city schools for a few years. 



68 State Nobmal School. 



A. Gbidlex, Je., Kingman. Taught 10 years. 

Taught at Oxford 1 year, Douglass 1 year, Chanute 1 year, Winfleld 4 years, Harper 
1 year, Kingman 2 years. Present occupation, superintendent schools, Kingman. 
Married September 4, '76. 

Joseph H. Hill, Emporia. Taught 6 years. 

Taught in Labette county 1 year, Americus 1 year, Emporia public schools 2 years ; 
journalist 1 year; student Northwestern University, Evanston, Illinois, 5 years; pastor 
M. E. church, May wood, Illinois, 2 years; now Professor of Latin, State Normal School. 

Lizzie Janney. 

The last report locates her in New Mexico. 

Ella Muedook ( Mrs. Pemberton), Emporia. 

Was teacher in model school in'76-'77; was clerk in Emporia postoffice until her 
marriage in 1881. 

Saeah Romigh ( Mrs. C. Anderson), Santa Rosa, Cal. Taught 6 years. 

Taught 4 years in Chase county ; removed to California in 1880, and taught at Red 
Bluff several years. 

William Shekwood, Burlington. Taught 10 years. 

Taught in Coffey county, '78 to '88. Traveled for Chicago publishing house. Pres- 
ent occupation, teaching. Married. 

A. W. Stubbs, Santa Fe. Taught 5 years. 

Taught in Lyon county, '75, Emporia, '79 to 80, Chanute, principal, '81, Lyon county, 
'82. Engaged in editorial work part time. Present occupation, real estate, banking, 
and farming. Married. 

Hattie Waed, Howard. Taught 13 years. 

Taught in Lyon county, Osage City, Wichita, and Howard. 

0. B. Whaeton, Emporia. 

Taught in Lyon county. Superintendent public instruction, Lyon county, six years. 
Also engaged in book-keeping and farming. Present occupation, farmer. Married. 

CLASS OF 1877. 

L. L. Dyche, Lawrence. Taught 6 years. 

Completed classical and scientific course at State University. Since '84 has been 
teaching in State University; is now professor of anatomy and physiology, and taxi- 
dermist. Married. 

A. C. Goodeioh, Guthrie, Indian Territory. Taught 7 years. 

Taught at Chetopa and in Cowley and Lyon counties; read law in Emporia. 

Fate Meek ( Mrs. Finkle), Galva. Taught 4 years. 

Taught at Goveland, '77; McPherson county, '78; Marion Center, '79; McPherson 
county, '80. 

C. T. Pickett, Ellsworth. Taught 9 years. 

Taught at Dodge City, one year as principal ; Lincoln, one year as principal; Ells- 
worth, two y«ars as principal and five as superintendent. Engaged in institute work in 
Woodson, Pawnee, Lincoln, Ellsworth, and Cloud counties. Grocery and queensware 
business, two years. Present occupation, principal Ellsworth high school. Married. 



Annual Catalogue. 69 



M. Ltjtheb Rees, Dallas, Texas. Taught 2 years. 

Taught '77 and '78. Attorney-at-law. Present occupation, manager Kansas City 
and Dallas Investment Company. Married. 

CLASS OF 1878. 
Luella Blandin, Summit Park, Col. Taught 1 year. 

Taught near Emporia, '78. Present occupation, dressmaking. 

Sadie C. Hinkle, Emporia. Taught 6 years. 

Taught in Plymouth, State Blind Institution at Wyandotte, and is now teaching in 
Emporia city schools; was clerk in office of clerk of district court for some time. 

CLASS OF 1879. 
Thomas P. Campbell, Howard, Kansas. Taught 3 years. 

Taught at Des Moines, Iowa, '80; Elk county, '76 and '77; was deputy county treas- 
urer, four years; bank cashier, two years. Married. 

T. W. Conway, Independence, Kansas. Taught 10 years. 

Taught in Peru and Independence; has been conductor in many normal institutes; 
since '81 superintendent city schools, Independence; was President State Teachers' As- 
sociation in '87. Married. 

Anna Datis (Mrs. Davies), Emporia, Kansas. Taught 3 years. 

Taught in '77, '78, '80. 

Henby H. Eweet, Halstead, Kansas. Taught 7 years. 

In '80, taught in Des Moines Collegiate Institute; in '81 and '82, engaged in the 
study of theology; principal of Mennonite Seminary at Halstead, '82 to '89. Mai'ried. 

Maey Hebbebt, Emporia, Kansas. Taught 10 years. 

Taught in Lyon county, '79 to '83; in Emporia, '84 to '89. 

Moegan C. Hodge, Independence, Kansas. Taught 6 years. 

Taught in Central, '77 and '80 ; Emporia, '81 ; Independence, '85 to '87. In '81, took 
a course in Denver University Business College. In '82 to '84, was traveling solicitor 
for Kilburn Bros , art firm. Present occupation, general manager for Kilburn Bros, for 
Texas, Colorado, and Louisiana. Married. 

Maey Howaed (Mrs. Sumner Dow), Madison, Kansas. 
Taught in Lyon county and in Eureka. 

Noea Howaed, Emporia, Kansas. Taught 3 years. 

Taught in Lyon county in '82, '83, '84; clerk in book store in '87, 'S8 and '89. 

Cabl H. Pomeboy, Vashon Island, Chautauqua Beach, Washington Ter. 

Taught several years. 

Taught at Des Moines, Iowa, several years ; recently removed to Washington Terri- 
tory, 

Nellie M. Ttjeneb (Mrs. Butterfield), Florence, Kas. Taught 5 years. 

Taught in Greenwood county, '80; Harvey county, '81; Marion county, '82, '83, '85; 
assisted in Marion county institute for two years. 



70 State Normal School. 

Julia White, Garnett, Kansas. 

Taught in Anderson county several years. 

Emma J. Wood (Mrs.M. C.Hodge), Independence, Kas. Taught 7 years. 

Taught in Lyon county, '73 to '76; Oswego county, New York, '77; Kaw Agency, 
Indian Territory, '80; Lyon county, '81. 

CLASS ;OF 1880. 

Elinob M. Bixleb (Mrs. M. C. Smith). Taught 7 years. 

Taught at Arvonia, '77, '80, and '81 ; Reading, '81 and '82; Yates Center, '84 and '85. 

John L. Cleppee. Taught 2 years. 

Was assistant principal schools at Lathrop, Missouri, in '81 ; studied law and theol- 
ogy the following year; taught in spring of '84; died in '84. 

Asenath E. Dixon (Mrs. A. H. Knox), Emporia, Kas. Taught 11 years. 

Taught in Lyon county until '82; in Emporia from '82 to '85; was superintendent of 
schools for Lyon county from '85 to '89; was married in January, 1889. 

Heney C. Fobd. [See class of 1881.] 

Floeence A. Higgins (Mrs. Post), Thayer, Kansas. Taught 8 years. 

Taught in Wilson county, and in the graded schools of Thayer until '85; was prin- 
cipal of the Thayer schools in '86. 

Fbank Kizeb, Downs, Kansas. Taught 6 years. 

Taught at the Normal, Hartford, Emporia high school, Burlington. Since 1886, has 
been engaged in Sunday School work. Present occupation, missionary S. S. Union. 

Feanklin F. Peaboe, Turner, Illinois. 

Entered Congregational Theological Seminary, Chicago, in fall of '80 ; graduated in 
'83; has been preaching since that time. Present occupation, pastor Congregational 
Church. Married. 

Louisa M. Rath (Mrs. Pratt), Los Angeles, Cal. Taught 6 years. 

Taught in Marion county, '76; Greenwood county, '77 and '78; Lyon county, '79; 
Osage county, '80; Lyon county, '81. 

William Rees. [See class of 1881.] 

Calvin L. Seveby, Oklahoma City, Indian Territory. 

Engaged in real estate and loan business in Emporia until '87, and in Arkansas City 
during '88 and '89; is now attorney at law. Married. 

M. C. Smith, Yates Center, Kansas. Taught 2 years.' 

Taught the Waterloo school in Lyon county, '80 ; was principal Yates Center schools, 
'82. Present occupation, attorney at law. Married. 

CLASS OF 1881. 
Elizabeth M. Abnold (Mrs. Van Ness), Mound City, Kansas. 

Floeence Axtell (Mrs. Frank Abbey), Newton, Kas. Taught 4 years. 
Taught in Anderson and Coffey counties. 



Annual Catalogue. 71 



James T. Bradley, Sedan, Kansas. Taught 3 years. 

Taught at Neosho Falls, '82 and '83 ; was superintendent public instruction, Chau- 
tauqua county, '84. Present occupation, assistant cashier, First National Bank, Sedan. 
Married. 

Callie Brown (Mrs. De Vault), 3007 E. Twentieth St., Kansas City, Mo. 

Taught 3 years. 

Taught at Americus in '82; Emporia, 'S3; was principal of the Florence schools 
in '84. 

Samuel Combs. [See class of 1882.] 

Emma K. Davis (Mrs. Pierce), Leadville, Colorado. Taught 2 years. 
Taught in '82 and '83. 

Bertha B. Dyche (Mrs. Brown). 

Taught for several years; is now living somewhere in New Mexico. 

Margaret E. Esdon (Mrs. Thorpe), West Haven, Ct. Taught 1 year. 

Taught part of year after graduation as assistant in model school; was married in 
fall of '82 to Rev. E. L. Thorpe; completed course in Medical College, Chicago; resided 
in Boston, Massachusetts, for some time, and is now living at West Haven, Connecticut, 
where her husband has a pastorate. 

Henry C. Ford, Yates Center, Kansas. Taught 8 years. 

Was superintendent Humboldt schools in '81, '82, 'S3, and '84; Augusta schools in '85 ; 
El Dorado schools in '86, '87, and '88 ; Jates Center in '89 ; has instructed and conducted 
in normal institutes nearly every year. Married. 

Geo. B. Gallagher. [See class of 1883.] 

Charles E. Gibson, Endicott, W. T. Taught 2 years. 

Taught in Lyon county, '82 ; Johnson county, '83. Present occupation, pastor M. E. 
church. Married. 

Anna L. Greer, 3353 Prairie avenue, Chicago, Illinois. 

Taught in Council Grove and Emporia. Also engaged in the work of stenography. 
Present occupation, housekeeping. 

Alvaretta E. Hassler (Mrs. A. J.Graham), Los Angeles, California. 

Taught 3 years. 
Taught in Lyon county in '82; and 2 years in California. 

Ida M. Hodge (Mrs. Wetherbee), Topeka. Taught 7 years. 

Taught in Shawnee county, '78 and '79; Lyon county, '82; Shawnee county, '83; 
Eureka, '84, '85, '86; has been engaged in C. L. S. C. work of late years. 

Emory D. Kirby, Battle Creek, Michigan. Taught 4 years. 

Was instructor in State Normal in '81-82 ; taught at Hillsboro, Towanda, and in city 
schools, Eureka; attended Battle Creek College, Michigan, in '85, and University of 
Michigan in '86, '87, and '88, completing the arts course in June, '88; is now professor 
of Latin and Greek in Battle Creek College. 

William Rees, Emporia. Taught 1 year. 

Taught in model school, '82; deputy clerk Lyon county, '84and '85; since then loans 
and real estate. 



72 State nobmal School. 



Nettie P. Secobd (Mrs. Osborne), San Diego, California. 

Rachel A. Stout, Burrton. 

Taught in Spring Academy in '82; at Canaan, '83, '84, and '85; at Emporia in '86; at 
Burrton in '87, '88, and '89. 

Wbltha A. Webstee. [See class of 1882.] 

Abthue A. Wells, Emporia. Taught 6 years. 

Taught in Lyon county, '75 to '79 ; Hartford, '82. Present occupation, real estate and 
oan business. Married. 

Floba R. Young, San Diego, California. Taught 5 years. 

Was assistant postmaster at Fort Stanton, N. M. ; taught in Emporia three years, and 
in San Diego the past two years. 

CLASS OF 1882. 
Sadie L. Balch. Taught 4 years. 

Died February 1st, 1888. 

Angelia Bishop (Mrs. Vollmar), Oswego. Taught 2 years. 

Taught in Labette county, '82 and '83. 

Anna M. Bissell, Emporia. Taught 3 years. 

Taught in model school, State Normal, in '82-83 ; at Arkansas City, and in Lyon 
county; took kindergarten and painting, State Normal, '89. 

Estelle Bitleb ( Mrs. Tower), Madison. 

Maby B. Bbown, Reserve. Taught several years. 

Taught in Brown county and in Morrill College, '83; in Brown county, '81, '85, and 
'86; in St. Augustine, Fla., high school in '87. 

Maeian F. Bunbuby (Mrs. Dr. Welch), Hartford. Taught 7 years. 
Taught in Lyon county, and Colorado Springs, Colorado. 

William H. Cady. [See class 1883.] 

Anna L. Caell, Sterling. Taught 7 years. 

Taught at Salina, '83; Sterling, '81; State Normal, '85; Hutchinson, '86 to '89; has 
engaged in institute work. 

Floba J. Clabk (Mrs. R. D. Sands), Peabody. Taught 6 years. 

Taught near Walton, '83; in Walton, '84; Newton, '85; Sedgwick, '86 and '87; and 
near Peabody, '89. 

Benjamin F. Combs, Albuquerque, New Mexico. Taught 4 years. 

Taught in Colorado, '82; California, '84, '85, '86. Present occupation, buying curios- 
ities in Mexico for dealers in United States. 

Samuel L. Combs, Santa Barbara, Cal. Taught several years. 

Abthue P. Davis, Washington, D. C. 

Has been engaged in training assistants on survey. Present occupation, topog- 
rapher, United States Geological Survey. Married. 



Annual Catalogue. 73 



Smith M. Davis, Grenola. Taught 6 years. 

Taught in Welda, '81; Weir City, '85; Elk Falls, '86; Longton, '87; Grenola, '88 and 
'89. Married. 

Lillian M. Dudley, Marion. Taught 2 years. 

Taught in years '83 and '81. Studied music at State University. Present occupa- 
tion, teaching music. 

Cabbie S. Ebey, Albany, Mo. 

Taught at Lawrence, Kan., for several years. 

Theodoee S. Gallagheb, Stotler. Taught 6 years. 

Principal at Eureka, '83; Waverly, Neb., '81; Wilsey, '85; Far West, '86; Stotler, '88 
and '89. Has engaged in institute work. Married. 

Sabah Gentey (Mrs. Martin), Marion. Taught 4 years. 

Taught in Marion high school, '83 to '86. Has engaged in Kindergarten work. 

Em-ma C. Geoege (Mrs. Greer), Fort Madison, la. Taught 5 years. 

Taught in Indian Territory, '79 ; Valley Falls, '80; Soden district, '83; Howard, '84 
and '85. 

Amy A. Goodeich (Mrs. Bigler), Emporia. Taught 6 years. 

Taught in Lyon county, Americus, Neosho Rapids, and Reading. 

Mabel Gbant, Emporia. Taught 6 years. 

Taught in Lyon county in '83 and '84, at Americus in '85 and '86, and at Olpe in '87 
and '88. 

John C. Hamm, Evanston, Wyoming Territory. Taught 5 years. 

Principal Humboldt schools, and Evanston, Wyoming Territory. Has been largely 
engaged in normal institute work, and in editorial work. Present occupation, teach- 
ing and supervising city schools of Evanston. Married. 

Sebastian C. Habdin, Grenola. 
Has taught several years. 

Maby F. Huntee, Herington. Taught 7 years. 

Taught at Summit, '83; Sharp's Creek, '84 to '86 ; Herington, '87 to '89. 

Albekt J. Jones. [See class of 1886.] 

Lizzie A. Jones (Mrs. David Stone), Emporia. 

Mes. Amanda Kibby, Battle Creek, Mich. Taught 6 years. 

Taught at Lowlands, Eureka, and Battle Creek College, Michigan. Has engaged in 
Kindergarten work, and attended University of Michigan one year. Teaching draw- 
ing and elocution in Battle Creek College. 

James J. Kibby, Lincoln, Neb. 

Was engaged upon the Emporia Democrat for some time; was manager of a concert 
company ; is now clerk in business department of Slate Journal, at Lincoln. 

Cabbie C. Ladd (Mrs. Bitler), Eureka. 

Lulu K. Maetin (Mrs. W. A. Willis), Emporia. 



74 State Nobmal School. 

Sakah C. MoNaughton, Clay Center. Taught 7 years. 

Taught in Clay Center, '83 to '89. 

Albert H. Newton. [See class of 1885.] 

Alice M. Oveesteeet, Wichita. Taught 8 years. 

Taught in Lyon county, Minneapolis, Speareville, Auburn, and Wichita; is now 
teacher in Lewis Academy, Wichita. 

Sidney E. Paek (Mrs. Grisham), Cottonwood Falls. Taught 7 years. 
Taught in Chase county, '78; Madison, '80; Canton, '83; Cottonwood Falls, '85 to '88. 

Susie L. Paetch, Delphos. Taught 5 years. 

Taught near Hiawatha, '80; Jewell City, 'So to '87; Delphos, '88. 

Nevin W. Sonnedeckee, Hartland. Taught 3 years. 

Taught in Lyon county in '83, principal at Lincoln in '84, and of the Hartland 
schools in '88. Present occupation, painter. 

Olive C. Spicee (Mrs. Edwards), 308 N. 7th st., La Crosse, Wis. 

Taught 3 years. 
Taught in Florence, '82; Lawn Ridge, 111., '83; Elk Horn, Wis., '84. 

J. Newton Stout, Neosho Falls. Taught 6 years. 

Taught in Wilson, Bourbon and Woodson counties; was principal of schools in 
Howard, Neosho Falls, and Kinsley. Engaged in institute work six years. Present 
occupation, editor Post, Neosho Falls. Married. 

Maey A. Tuckee, Douglass. Taught several years. 

Ida A. Umdenstock (Mrs. Standiferd), Arvonia. Taught 4 years. 

Taught near Topeka, '82, near xVrvonia, '83 and '84, near Reading, '88. 

Elmee B. Van Ness, Mownd City. 

Taught in Linn county. Present occupation, jeweler. Married. 

Weltha A. Webstee, Scottsville. 

Was assistant teacher in the model school for the year '81-2; taught in Phillips and 
Mitchell counties for several years. 

May Webstee, Harlan. Taught 5 years. 

Taught in Phillips county, and as principal of Normal Department in Gould Col- 
lege, Harlan. 

Vieginia Williams, Air. Taught 4 years. 

Taught in Lyon county, '81 to '83, Shawnee county, '86. Has been engaged as cor- 
respondent for newspapers. 

John W. Young, Carpentaria, Cal. 

Principal schools, Carpentaria, for several years. 



Annual Catalogue. 75 



CLASS OF 1883. 
Cabby A. Bishop. [See class of 1885.] 

Will E. Bolton, Greensburg. Taught 3 years. 

Taught at Mulvane, '84; county superintendent Edwards county. Engaged in edi- 
torial work; present occupation, editor Kiowa County Signal. 

Pamela Beaoken, Minneapolis. Taught 5 years. 

Taught at Concordia, '85, Glasco, '86, Stafford, '87, Glasco, '88, Minneapolis, '89. 

Hettie L. Bbockett, McPherson. Taught 5 years. 

Taught at McPherson, '84 to '89. 

William H. Cady, Augusta. Taught 5 years. 

Principal Chanute schools, '84, Downs, '87 and '88, Augusta, '89 ; engaged in insti- 
tute work as instructor and conductor; also book publisher. Married. 

John C. Culteb, Yates Center. Taught 6 years. 

Taught at Center Ridge, White Oaks, N. M., and Virgil. Present occupation, su- 
perintendent of schools of Woodson county. Married. 

Lida Davis (Mrs. Barney), Kansas City, Mo. Taught 4 years. 

Taught classes in music at Junction City four years. Married in '87. 

Mamie E. Dolphin, Emporia. Taught 6 years. 

Since graduation has taught in Emporia city schools. 

Ellen Dbtjby (Mrs. Cannady), Melvern. Taught 2 years. 

Taught in Lyon county in '84 and '85; was married in '85. 

Hattie Duefield (Mrs. Ritchey),Heppner, Oregon. Taught 4 years. 
Taught in Walton township, '84 ; Newton, '85 ; Arbuckle, Cal., '87 ; Heppner, '88. 

Geo. B. Gallagheb, Wilsey. Taught 6 years. 

Taught in White City as principal of schools, '82, Nemaha county, '84, Greenwood 
county, '85 and '86, principal Lebo schools, '87, Lyon county, '88. Present occupation, 
farming. Married. 

Peteb J. Galle, McPherson. Taught 2 years. 

Taught in Harvey county, '81 ; Halstead, '84-'85. Attended the law department of 
Michigan University. Present occupation, county attorney, McPherson county. 

Helena Gause, Emporia. Taught 7 years. 

Taught near Emporia, '81 and '83; Baxter Springs, '84; Arkansas City, '85; Em- 
poria, '86 ; Newton, '87 and '88. Taught elocution in Winfleld and Newton. Will teach 
in Topeka city schools next year. 

Kathebine Gebhabdt (Mrs. D. E. Conner), White City. 

Taught 3 years. 

Taught in Chapman, '84 ; Junction City, Kindergarten, summer of '83; White City, 
'88. 

Geoege E. Gipe, Wilsey. Taught 6 years. 

Taught near Hope, '83; near Emporia, '84; near Wilsey, '85 and '86; Skiddy, '87. 
Wilsey, '88. Marr.ed. • 



76 State Normal School. 

Maetha L. Geant, Arvonia. Taught 5 years. 

Taught in Osage county, Carbondale, Osage City. Has instructed in several insti- 
tutes. 

William H. Haeeison, Greeley. Taught 2 years. 

Taught in Greeley two years. Present occupation, proprietor retail store. Married. 

Gustavus A. Hege, Halstead. Taught 1 year. 

Taught in Harvey county, '84. Present occupation, clothier. Married. 

Emma Hiatt, Emporia. Taught 6 years. 

Taught in Emporia, and in Lyon and Allen counties. 

Sallie Higbee, Emporia. Taught 2 years. 

Taught in Emporia, '84 and '86. 

Lulu H. Holmes, (deceased.) Taught 2 years. 

Taught in model department State Normal School, '84 and '85. Died June 3, 1885. 

Saeah G. Holmes (Mrs. Chas. Brower), Reading. Taught 5 years. 
Taught at Pleading after graduation until marriage in 'S8. 

Sheeman Hoovee, Lynden, Washington Territory. Taught 4 years. 
Taught in Harvey county, '84 to '87. Present occupation, lumbering. Married. 

Haeeiet L. Hoenee, El Dorado. Taught 5 years. 

Taught at El Dorado, '84; principal high school Arkansas City, '85; El Dorado, '86 
to '89. Has been engaged in writing articles for educational journals; published a 
book of poems in '85, and a book of travels, "Not at Home,'' in '88. Present occupa- 
tion, teaching and writing. 

Eva L. Jones (Mrs. Harned), Neosho Falls. Taught 2 years. 

Taught near Neosho Falls, '83 and '84. 

Luoinda Kikbt (Mrs. Curtis), Melbourne, Australia. Taught 4 years. 
Taught at Redden for several years ; is now editing a youths' paper in Melbourne. 

Addie Lillie (Mrs. Hurt), Chanute. Taught 5 years. 

Taught in Chanute, '83 to '87. Has engaged in Kindergarten work. 

Eva MoNally, Kansas City, Kan. Taught 6 years. 

Taught at Kansas City, '84 to '89. Has been engaged in work in institutes, and as 
secretary of the Kansas Reading Circle; graduated at the School of Oratory in June, 
'89; is now teacher in high school. 

Claea G. Millee ( Mrs. Harvey Loy), Americus. Taught 2 years. 

Taught in Eureka, '83; Americus, '86. 

Fbemont Millee. [See class of 1884.] 

Rosa B. O'Neill, Emerald. Taught 6 years. 

Taught in Kansas City, '84 to '89. 

Lucella Patty (Mrs. Cromer), Bradford, Ohio. Taught 3 years. 

Taught in Lyon county, Kansas, '82 and '83, and in Darke county, Ohio, in '88. 



Annual Catalogue. 11 



Eli Payne, Hutchinson. Taught 2 years. 

Principal Nickerson schools, '84 and '85; county superintendent schools for Reno 
county 4 j'ears; taught in Hutchinson in '89; is engaged in real-estate business. Mar- 
ried. 

Htjlda Rich, Newton. Taught 7 years. 

Taught in Lyon county, '81 and '84; Newton, '85 to '89. 

Adaline Rogleb, Matfield Green. Taught 5 years. 

Taught in Cottonwood Falls, '83 to '87; Matfield Green, '88 and '89. 

John J. Sohenck, Seattle, Washington Territory. Taught 2 years. 

Taught at Silver Lake, '85 and '8S. Studied law at Topeka. Present occupation, 
lawyer. 

CLASS OF 1884. 

Robert M. Auchabd, Wallace. Taught 3 years. 

Has been engaged in writing articles for papers; is now conducting land and loan 
and insurance business. Married. 

Benjamin M. Atjsherman, Greensburg. Taught 5 years. 

Taught in Humboldt high school, '85 and '86; principal Greensburg schools, '87, '88 
and '89; was superintendent of Industrial Boarding School, Indian Territory, one 
year. 

Ida May Bakeb (Mrs. W. Herron), Meriden. Taught 4 years. 

Taught at Meriden, '85 to '88. 

Wallace S. Boughton, Lindsborg. Taught 1 year. 

Taught at Blue Mound, '85; since '85 has been engaged in railway business. Pres- 
ent occupation, agent and operator M. P. R. R. Co. Married. 

Beetha Beaineed, Yates Center. Taught 4 years. 

Taught at Pittsburg, '85; Grenola, '86; Salina, '87; Yates Center, '89. Taught a pri- 
vate Kindergarten at Pittsburg. 

Eva Collins, Emporia. Taught 5 years. 

Taught in Arkansas City, '85; Emporia, '86 to '89. 

Coebea Ceetcheb, Kingman. Taught 4 years. 

Taught in Lyon county, '85; Arkansas City, '86, '87, and '88; and in Kingman in '89. 

Ella I. Haynes, Norwich. Taught 4 years. 

Taught in Wichita, '84 to '86 ; Emporia, '87. 

Mybtle Jones. [See class of 1888.] 

Addie L. Loomis (Mrs. Hall), Fort Bayard, N. M. Taught 2 years. 
Taught at Marion, '85; Lone Mountain, New Mexico, '86. 

Jessie Loy (Mrs. Hege), Halstead. Taught 4 years. 

Taught in Emporia, '85, '86, and '87. Married in '87. 

Emma T. Mabtin ( Mrs. Dr. deNiedman), Pittsburg. Taught 2 years. 
Taught in McPherson, '85; Hutchinson, '87. Married in '87. 



State nobmal School. 



Feemont Millee, Admire. 

Studied law at Columbia College, New York. Member State Legislature, '89. Present 
occupation, bank cashier and lawyer. Married in February, '89. 

John L. Minoe. [See class of 1885.] 

Loua Patty (Mrs. Fremont Miller), Admire. Taught 6 years. 

Taught in Council Grove, '85; Emporia, '86 to '89. Married in February, '89. 

Fannie B. Smith, Burns. Taught 3 years. 

Julia Hudson Spencee (Mrs. Sanderlin), Ashland. Taught 2 years. 
Tanght at McPherson, '83; principal Speareville, '86. 

Allen A. Stephens, Emporia. Taught 5 years. 

Taught in Lyon county, and in Reading, '84 to '83. Present occupation, county 
superintendent schools for Lyon county. Married. 

John M. Wallace, Silver City. Taught 5 years. 

Taught in Greenwood county, '84 and '85; Central, New Mexico, '86 to '89. Present 
occupation, teaching and stock business. 

Williamina Whebland, Topeka. Taught 5 years. 

Taught in Lyon county, '85; Centralia, '87 and '88; Topeka, '89. 

CLASS OF 188S. 

Cabby A. Bishop, Emporia. Taught 4 years. 

Taught at Ivy, '84; Lyon county, '86; principal Neosho Falls school, '87; Atwood, 
'88. Present occupation, letter carrier. 

Nellie Cunningham, Kingman. Taught 4 years. 

Taught in Arkansas City, 'S6 and '87 ; Kingman, '88 and '89 ; has also engaged in 
private school work during summer vacation. 

Alfbed Docking. [See class of 1886.] 

Hattie Dennis, Kansas City, Kansas. Taught 4 years. 

Taught at Stockton, '86; Kansas City, Kansas, '87 ; Rosedale, '88; Kansas City, Kan- 
sas, '89. 

Nellie A. Edwabds (Mrs. McCandless), Emporia. Taught 1 year. 

Taught at Emporia, '87. Married in June, '88. 

Alice Hadley (Mrs. Pringle), Eskridge. Taught 5 years. 

Taught in Osage and Wabaunsee counties; principal Barclay schools, '86 and '87 ; 
taught in Topeka city schools, '88 and '89. 

Bebtioe C. Hastings, Marion. Taught 3 years. 

Taught at Manhattan; spent five months as cadet in the U. S. M. A. ; assistant in 
model school, State Normal, in '88. Present occupation, business manager Marion 
Record. 

Rosetta Hawobth, Varck. Taught 4 years. 

Taught in Cherokee county. 



Annual Catalogue. 79 

William D. Jacobs, Burlingame. Taught 2 years. 

Taught at Grand View, '86 ; Woodline, '87. Present occupation, editor Democrat. 

Emanuel Kauefman, Abilene. Taught 2 years. 

Taught in Dickinson county, '86 and '87; took a course of medical lectures at Jeffer- 
son Medical College, Philadelphia. Present occupation, physician. 

Ella S. Kelly, Winfield. Taught 8 years. 

Taught in Cowley county, '86. County superintendent schools, '87 and '88. 

John L. Minoe, Lebo. Taught 5 years. 

Taught in Lyon county, '84; Bitlertown, '86; Elnidale, '87; Key West, '88 and '89. 

Albeet H. Newton, Hutchinson. Taught 5 years. 

Principal Strong City schools, '83; Manhattan, '84; Florence, '86; Burrton, '87; 
Dodge City College, '88. Instructed and conducted in several institutes. Present occu- 
pation, commission business. Married. 

Thomas H. Reynolds, Great Bend. Taught 4 years. 

Taught in Barton county, '85 to '87; Hoisington, '88. Has been engaged in farming 
and studying law. Present occupation, attorney at law. 

Alice A. Reynolds. Great Bend. Taught 4 years. 

Taught at Larned, '86, '87 and '88; Great Bend, '89. 

Edwaed A. Simebwell, North Topeka. Taught 4 years. 

Taught in Ivy, '86; North Topeka, '87 to '89. Married. 

Chables R. Sobtee, Argentine. Taught 4 years. 

Taught in Peabodyhigh school, '86. Present occupation, principal Argentine schools. 

Floea A. Stewaet, Washington. Taught 3 years. 

Taught at Centralia, '86; Seneca, '87 and '88. 



CLASS OF 1886. 

Caeeie F. Beadley, Newton. Taught 3 years. 

Taught at Newton, '87, '88 and '89. 

Allen H. Btjshey, Council Grove. Taught 3 years. 

Since graduating, has been county superintendent of schools, Morris county. Mar- 
ried. 

Louie CHambeelin, Wichita. Taught 3 years.. 

Taught at Newton, '87; Wichita, '88 and '89. 

Callie Daenell, Emporia. Taught 3 years. 

Taught in El Dorado, '87; Emporia, '88 and '89. 

William M. Davidson, Topeka. Taught 6 years. 

Taught in Lyon county, '82 to '84; principal of Atwood schools, '87; principal of 
Quincy school, Topeka, '88 ; principal of Lincoln school, Topeka, '89. Has conducted 
and instructed in several institutes. Married. 

—6 



80 state normal School. 

Alfred Docking, Nelson, Indian Territory. Taught 3 years. 

Taught in Baker University, Baldwin, '87; Anthony, '88; superintendent Presby- 
terian Mission School, Spencer Academy, Nelson, Indian Territory, '89. Has engaged 
in institute work. Married. 

Kate V. Duff (Mrs. Kinney), Netawaka. Taught 2 years. 

Taught in Netawaka, '87 and '88. Has taught painting. 

Lew W. Duncan, Iola. Taught 2 years. 

Taught at Troy, '87; Sedan, '88. Present occupation, abstractor and department 
register of deeds, Allen county. Married. 

Lee M. Gray, Lawrence. Taught 1 year. 

Taught in McPherson county, '87. Graduated in the law department, State Univer- 
sity, in June, '89. 

Achsah M. Harris, Emporia. Taught 3 years. 

Taught at El Dorado, '87; Emporia, '88 and '89; is now assistant teacher, model 
school, State Normal. 

Sue D. Hoaglin, Holton. Taught 3 years. 

Since graduation, has been superintendent schools for Jackson county ; was reelected 
in '88 by heavy majority. 

Ida M. Hodgdon, Lyons. Taught 3 years. 

Taught in Lyons, '87 to '89. 

Mary Hutchason, Ivy. Taught 9 years. 

Taught in Lyon county, '76; Osage county, '77; Lyon county, '79; Osage county, '81; 
Osage City, '82 and '83; McPherson, '84; Huntley, Illinois, '86; Burlingame, '87. 

Albert J. Jones, Neosho Falls. Taught 3 years. 

Principal Kinsley schools, '87 ; has engaged in institute work. Principal Neosho 
Falls schools, '88 and '89. Married. 

Andrew M. Kannard, Rose. Taught 5 years. 

Taught at Defiance '83; Center Ridge, '84; Winfield, '86; Center Ridge, '88 ; Pleasant 
Valley, '89. 

Mary E. Leonard, The Palms, California. Taught 4, years. 

Taught at Vinland, '87; Osage City, '88; and The Palms, California, '89. 

Margaret A. Mack, Newton. Taught 3 years. 

Principal Wilsey schools, '87 and '88; taught in Newton schools, '89; has instructed 
in several institutes. 

Anna A. Marshall (Mrs. A. Docking), Nelson, Indian Territory. 

Taught 2 years. 
Taught in Arkansas City, '86. Present occupation, matron, Presbyterian Mission 
School. 

George H. Mays, Blue Rapids. Taught 3 years. 

Principal Rush Center Schools, '87 and '88; Blue Rapids, '89. Married. 

John E. McAllister, Heber. Taught 5 years. 

Taught in Cloud county, '84, '8*5, and '87 to '89. 



Annual Catalogue. 81 

John McBeide, Lyons. Taught 4 years. 

Taught in Rice county, '84; principal Chase schools, '86, '87 ; Blue Rapids, '88. Pres- 
ent occupation, superintendent schools, Rice county. Married June 11, '89. 

John A. McClain, Osage City. Taught 3 years. 

Principal Osage City schools, '86 to '89. Present occupation, superintendent Osage 
City schools. Married. 

Edwin Minoe, Toledo. Taught 4 years. 

Taught in Lyon county, Ivy, and Toledo. 

Lucy A. Minoe, Emporia. Taught 4 years. 

Taught in Lyon county, '83 and '85 ; Emporia, '87 ; Lyon county, '8S. Took advanced 
course State Normal School, '89. 

Stella E. Myebs, McPherson. Taught 1 year. 

Taught in McPherson, 'S7 ; attended Wellesley College 'SS, and college at home in '89. 

Cliffobd H. Nowlin, Kosedale. Taught 3 years. 

Principal at Hesper, '87 ; Meriden, '88 ; Rosedale, '89. 

John A. Sheeck, Melvern. Taught 2 years. 

Taught at Antioch in Osage county in '87 and '88; is studying medicine at present 
in Rush Medical College, Chicago. 

Anna P. Smith (Mrs. J. H. McBride), Lyons. Taught 4 years. 

Taught near Burlington, '84; Emporia, '87 and '88; Burlington, '89. 

Claeenoe J. Smith, Kansas City, Kas. Taught 2 years. 

» Principal suburban school, Wyandotte, '87 and '88. Present occupation, dealer in 
school apparatus and supplies. 

Matthew M. Suddook, Emporia. Taught 4 years. 

Taught in Lyon county and Wilmington. 

Anna Vezie, Newton. Taught 5 years. 

Taught in Allen county, '85; Newton city schools, '86 to '89. 

Joseph 0. Waed, Muscotah. Taught 3 years. 

Taught at Larkin, '87; Effingham, '88; Muscotah, '89. 

William E. Woodwaed, Coldwater. 

Present occupation, pastor M. E. church; has been in the ministry since gradua- 



CLASS OF 1887. 

Edwaed T. Baebeb, Moran. Taught 4 years. 

Taught in Allen county, '84 to '86; principal Rossville schools, '88 ; taught at Moran 
in fall of '88; is now superintendent of schools for Allen county; instructed normal 
institutes in Allen and Lane counties. 

Haeeiet Bowman (Mrs. Kirby), Industry, Clay county. 

Taught in Leavenworth county in '88. Was married in December, '8S. 



82 State Nobmal School. 

T. C. Coffman, Barclay. Taught 2 years. 

Taught at Lyons, fall of 87; principal Barclay schools, '89. 

Mabx E. Coultee, Harper. Taught 2 years. 

Taught in city schools, Harper, '88 and '89. 

Alexandee D. Ceooks, Osage City. Taught 3 years. 

Taught in Wilson county, '85; high school, Oswego, '88; principal Osage City high 
school, '89; also in several institutes. 

David A. Eckeet, Linckville, Oregon. Taught 2 years. 

Attended Johns Hopkins University, '87-88; assisted in laboratory State Normal 
School, Emporia, '88; is now principal Linckville schools. 

L. Ella Fkaziee. Taught 2 years. 

Taught in Kingman, '88. Present occupation, county superintendent, Kingman 
county. 

Caeeie Goff, Sterling. Taught 2 years. 

Taught in Sterling schools, '88 and '89. 

Eddie T. Hand, Bangor, California. Taught 2 years. 

Taught in Tulare county, California, '88; Bangor, '89. Married. 

Jessamine K. Howell, Lawrence. Taught 2 years. 

Taught in Vinland and Lawrence, '88, and in Newton schools, '89; taught German 
part time. 

Mes. Minnie B. Jones, Neosho Falls. Taught 2 years. 

Taught in Neosho Falls schools, '88 and '89. 

Alfeeda Jtjdd, Melvern. Taught 2 years. 

Principal Melvern public schools, '88 and '89 ; has instructed in several institutes. 

Etta Judd, Melvern. Taught 2 years. 

Taught in Melvern schools, '88 and '89. 

Eleanoe R. Kiebt, Emporia. '. Taught 2 years. 

Taught in city schools, '88 and '89. 

Heney O. Keuse, Halstead. Taught 7 years. 

Taught at Aita, '84; Halstead, '85 and '86; Darlington, Indian Territory, '87; Men- 
nonite Seminary, Halstead, '87 to '89; has taught German part of the time. Married. 

Edith S. Millee, Emporia. Taught 2 years. 

Taught at Topeka, '88; Osage City, '89. 

Emekson W. Mtlee, Lindsborg. Taught 4 years. 

Taught in Allen county, '85; principal Neosho Falls schools, '86; principal Dighton 
schools, '88; Lindsborg, '89; has conducted several institutes. 

William S. Picken, Eureka. Taught 2 years. 

Principal at Dorrance, '88 ; Eureka, '89. Present occupation, superintendent Eureka 
city schools. Married. 



Annual Catalogue. 



83 



John C. Rhoads, Hartford. 

Taught in Allen county, '85; principal, McCune, 



Taught 3 years. 
Hartford, '89. 



Lauea E. Rose, Scammonville. Taught 1 year. 

Louise H. Rose, Westport, Mo. Taught 2 years. 

Taught in Kansas City, Kas., '87 ; Westport, Mo., '88 and '89. 

Maet E. Rudisill, Emporia. Taught 3 years. 

Taught in Lyon county, '87 to '89. 

Mikiam O. Thoknley, Emporia. Taught 3 years. 

Taught in Lyon county, and in Fredonia, '88. 



CLASS OF 1885 



Ltjba M. Bakek, Osage City. 
Taught in Osage City schools, '89. 

Edwin P. Babeows, Burrton. 



Taught in Harvey county, '84 and '86; Lyon county, '8 
ing. 

Anos M. Blunk, Junction City. 

Taught in city schools, Junction City, '89. 

Elouise Beadley, Washington. 

Taught in city schools, Centralia, '88, and Lincoln, '89. 

Lauea E. Beown, Osage City. 
' Taught in Burlingame city schools, '89. 

Caeeie Feeguson, McPherson. 
Teacher in city schools, McPherson, '89. 

Kittie M. Fishee, Kirwin. 
Teacher in city schools, Kirwin, '89. 

Emma Gebhabdt, Chase. 
Taught at Bushton, '89. 

Alice Gibson, Americus. 

Teacher Emporia city schools, '89. 

Emma L. Gbidley, Kingman. 
Principal Kingman high school, '89. 

Claea A. Habby, Emporia. 

Taught in Lyon county, '81 and '87; Emporia city schools, 

Maby R. Holsingeb, Rosedale. 

Is engaged in C. L. S. C. work. 

Mes. Ida A. Hoslee, Stafford. 

Taught in Lyon county, '84 to '87; Stafford, '89. 



Taught 1 year. 

Taught 3 years. 
Present occupation, farm- 
Taught 1 year. 

Taught 2 years. 
Taught 1 yea* - . 

Taught 1 year. 
Taught 1 year. 
Taught 1 year. 
Taught 1 year. 

Taught 1 year. 
Taught 3 years. 

Taught 5 years. 



84 



State Nobmal School. 



Mybtle Jones. Emporia. 

Taught at Arkansas City, '85; Sterling, 
course, State Normal, '88. 

Elizabeth G. Kelly, Cheney. 
Principal Cheney schools, '89. 



Taught 4 years, 
and '87; Emporia, '89; took advanced 

Taught 1 year. 



Mabgaeet A. King, Emporia. Taught 2 years. 

Taught in Denver, Colorado, summer of '88, and in Magnolia, Colorado, '89. 

Emma J. Lewis, Centralia. Taught 2 years. 

Taught in Lyon county, '86; city schools, Centralia, '89. 

Nellie Mack, Newton. Taught 3 years. 

Taught in city schools, Newton, '89. 

John M. Mabshall, Nelson, Indian Territory. Taught 1 year. 

Taught at Spencer Academy, Nelson, Indian Territory, '89. 

Oliyeb P. M. MoClintook, Belvue. Taught 2 years. 

Principal Belvue schools, '89. 

Theodoee B. Mooee, Argonia. Taught 5 years. 

Taught at Ellinor, ' 
gonia schools, '89. 



; Sharp's Creek, '81 ; Chase county, '83 and '85 ; principal Ar- 

Taught 1 year. 



Claea M. Newlin, Madison. 
Taught in Greenwood county, '89. 

Elizabeth Obem, Wetmore. Taught 1 year. 

Teacher city schools, Wetmore, '89. 

Leeoy Owsley, Miltonvale. Taught 2 years. 

Taught at Meredith, '86; principal Miltonvale schools, '89. 

Anabel Paddock, Junction City. Taught 1 year. 

Teacher city schools, Junction City, '89. 

Waltee J. Peaeson, Hesper. Taught 1 year. 

Principal schools, Hesper, '89. 

Oelenzo V. Peeey, Clyde. Taught 1 year. 

Taught at Clyde, '89. Married. 

L. Ella Piatt, Hamilton. Taught 1 year. 

Principal schools, Hamilton, '89. 

Letha Putnam, Americus. Taught 1 year. 

Taught in city schools, Americus, '89. 

Lillian M. Riley, Livia, Ky. Taught 2 years. 

Taught in Brown county, '87 ; city schools, Clay Center, '89. 

William S. Ruggles, Springfield. Taught 1 year. 

Principal schools, Fargo Springs, '89. 



9 

Annual Catalogue. 85 

Floeenoe Sands, Peabody. Taught 4 years. 

Taught in Harvey county, '84 to '86 ; Peabody, '89. 

Antoinette Spiees, Lyons. Taught 1 year. 

Teacher in high school, Valley Falls, '89. 

Richaed 0. Steaens, Burden. 

Present occupation, canvassing. Married. 

\ Lillian M. Stewart, Great Bend. Taught 3 years. 

Taught in Ford county, '85 and '86 ; city schools, Great Bend, '89. 

Maude R. Stewart, Winfield. Taught 3 years. 

Taught in Ford county, '84; Pawnee county, '85; in State Asylum for Imbecile 
Youth, '89. 

Eli R. Sutton, Elsinore, Cal. Taught 2 years. 

Taught in Anderson county, '86; principal city schools, Elsinore, Cal., '89. 

Mart M. Washer, Osage City. Taught 1 year. 

Teacher Osage City schools, '89. 

Myrta L. Wice, Detroit. Taught 1 year. 

Taught in Dickinson county, '89. 

Simeon Elihu Lewis Wilbur, Admire. 
Present occupation, farmer. 

Olive Willett, Hutchinson. Taught 1 year. 

Teacher Hutchinson high school, '89. 



